cdsCode lea priorityNumber summary countyPerformance additionalInfo meetingDate year 01100170000000 Alameda County Office of Education 6 As part of our 2023-24 LCAP process, we included questions for educational partners to provide feedback on the school climate and culture in an effort to use the results for continuous improvement purposes. There were a total of 40 responses, 13 students, 13 certificated staff members, 12 classified staff, 2 partnering organizations (tutors, probation, other service providers), and 3 parents from our LCAP Advisory committee. The data showed that 24.2% of non-student respondents strongly agreed that our schools have a supportive learning environment, 69.7% agreed, 3% were neutral, and 3% disagreed. Our students' responses showed that 57.1% strongly agreed that our schools have a supportive learning environment and 42.9% agreed. Respondents were overall favorable to the current learning environment. Related to this, when asked about the 5 priorities educational partners believed LCAP funding and actions should focus on in 2023-24, 24.2% (8) stated “School safety and climate” and 30% (10) selected “Improving student engagement”. There were specific requests for additional tutors to provide more one-to-one academic support, a career/transition counselor/teacher, additional training/mentorship for teachers and paraeducators and a suggestion that we could use our current staff, classified and certificated, to provide additional hours of tutoring for students who need more academic support. We will continue to recruit tutors for academic support in the upcoming school year in addition to improving academic, socioemotional, and English Learner specific strategies. ACOE schools have also expanded our Student Services to ensure additional support for students' mental health needs are addressed. The survey also questioned whether educational partners felt if “Teachers and staff at this school communicate with educational partners (parents, counselors, tutors, etc.) about what students are expected to learn in class and before making important decisions.” 5 non-student respondents (15.2%) Strongly agreed, 19 (57.6%) agreed, 7 (21.2%) were neutral, and 2 (6.1%) disagreed. Our students' responses showed that 42.9% strongly agreed that teachers and staff communicate with educational partners (parents, counselors, tutors, etc.) and 57.1% agreed. During our parent advisory interviews, all three stated their experience with our school’s communication regarding their child’s academic progress and/or other needs had been consistent, timely, and supportive. Met Our 23-24 LCAP survey showed that 30.3% (10) non-student respondents agreed they feel safe while on the school campus, 45.5% (15) agreed, 12.1% (4) were neutral, and 9.1% (3) disagreed, and 3% (1) strongly agreed. This data is vastly different from students' responses to this survey question, in that 71.4% strongly agreed and 28.6% agreed. Most of our schools are located in areas where students reside, while most of our staff do not. We have relocated one of our school sites for the 23-24 school year to a location with a higher safety index. We will continue to seek input from our educational partners on School Culture and Climate so that we can identify areas of strength or growth, challenges, and barriers and what actions we can take to improve student and other partners perceptions of school safety and connectedness. 13JUN2023 2023 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 22-23, the most students felt Envision Academy was safe and reported they could access teacher support if needed. Similarly the vast majority of respondents reported positively about their sense of school belonging. Met 15JUN2023 2023 01100170123968 Community School for Creative Education 6 Feedback from families and staff helped us secure budget priorities around sustained support to our students with special needs and building maintenance. The feedback from staff helped us identify the key need to learn to leverage LCAP more strategically as formative reflection and accountability tool going forward. It guides us to facilitate CORE Panorama Surveys for students, staff and families again two times a year going into 2023-24. Feedback from teachers and school leaders identified the English Learner student group as a priority. Teachers expressed needing ongoing Professional Learning throughout the year in discussions focused on the importance of building academic vocabulary. Additional feedback from both teachers and school leaders focused on how to address learning gaps, and what needs to be done now to prepare students for the next grade level, including intervention and reteaching. Teacher and school leader input also supported the need for additional Instructional Assistants to provide individual and small group support within the classrooms as well as a Reading Intervention Teacher to provide targeted support in a small group setting outside of the classroom. Parent feedback indicated strong support for the school’s communication and supports during the school year. There was positive parents feedback regarding school curricular programs. Parent input did express a desire to continue to focus on educating the whole child, incorporating art and social emotional education and programs. Student input indicated strong academic motivation and high expectations of adults in school. However, fewer students expressed a feeling of school connectedness and meaningful participation. Area of Continued Focus: 1. Developing programming to reduce chronic absenteeism. 2. Developing programming to reinforce a positive school culture (PBIS and COST). 3. Relaunching our CSCE Parents in. Action Center on campus for parental involvement. Met CSCE is commitment to meaningfully engage in the planning process educational partners including staff, students, families and the community. CSCE invites educational partner engagement throughout the school year through a variety of means, including meetings, surveys, and informal conversations. CSCE values input from a variety of partners, including teachers, administrators, school staff, parents and students, in decisions that impact the educational program and student services. Met engagement actions and information include: 1. Monthly Community Chats with the Head of School 2. Meetings with CSCE English Learner Advisory Committee [ELAC] Purpose: To review student achievement data as part of an annual comprehensive needs assessment during their fall meetings to determine the school’s areas of strength and greatest areas of growth. These committees are led by the Head of School and the Multilingual Learner Intervention Specialist and include school teachers, staff and parents, including parents of English Learners. 3. Head of School, Assistant Head of School and Academic Programs and Community Partners Coordinator Meetings Purpose: To regularly review data related to student achievement, student outcome, and school climate, reflecting on areas of greatest need to inform the school's goals. School data is also shared with all teachers to provide additional input through staff professional development and coaching meetings. 17JUN2023 2023 01100170124172 Yu Ming Charter 6 Yu Ming Charter School administered the Panorama Education student survey, an evidence-based SEL/school climate survey. Summary of Results: Elementary School (223 responses) • 75% Climate of Support for Academic Learning • 67% Growth Mindset: Student perceptions of whether they have the potential to change those factors that are central to their performance in school. • 78% Knowledge & Fairness of Discipline, Rules and Norms • 62% Safety • 53% Self-Efficacy: How much students believe they can succeed in achieving academic success. • 68% Self-Management: How well student manage their emotions, thoughts, and behaviors in different situations. • 69% Sense of Belonging (school connectedness) • 64% Social Awareness: how well students consider the perspectives of others and empathize with them. Summary of Results: Middle School • 76% 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. • 76% Knowledge & Fairness of Discipline, Rules and Norms • 57% Safety • 66% Self-Efficacy: How much students believe they can succeed in achieving academic success. • 70% Self-Management: How well student manage their emotions, thoughts, and behaviors in different situations. • 65% Sense of Belonging (school connectedness) • 63% Social Awareness: how well students consider the perspectives of others and empathize with them. Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners. Met 22JUN2023 2023 01100170125567 Urban Montessori Charter 6 DATA: Reflect on the key learnings from the survey results and share what the LEA learned. 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 also shared that they would like clarity in regard to discipline, rules, 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. MEANING: What do the disaggregated results (if applicable) of the survey and other data collection methods reveal about schools in the LEA, such as areas of strength or growth, challenges, and barriers? The disaggregated 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 continue to see 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. Our middle school students in particular experienced a much more stable year as evidenced by survey data and observational data. 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 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 continued 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. In all elementary classrooms we clarified and standardized systems of follow up and clarity around work expectations. Met 22JUN2023 2023 01100170130625 Alternatives in Action 6 According to our student survey results, 85.2% of students feel safe on campus. In addition, 83.6% of students feel welcome when they enter campus. We will continue to prioritize school climate by building a positive school culture by strengthening relationships with students through retreats, community wide events, PBIS and Restorative Justice. In addition, our teachers are trained regarding strength-based language and youth development so that they communicate positively with youth. We use a coaching strategy so that students feel heard and supported. We ensure that all students can identify caring adults on campus who support them. Met 14JUN2023 2023 01100170131581 Oakland Unity Middle 6 "Data: The key learnings from the surveys are that, overall, parents and students are satisfied with OUMS. Parents, in particular, responded overwhelmingly positively to the majority of questions. Meaning: Results revealed that while measures of caring and belonging (ex: ""My teachers notice when I do well."") are strong, measures of relevant curriculum were lower (ex: ""I can connect most of what I'm learning in classes to my own life and experiences.""). This speaks to the need for further professional development for teachers in how to create and implement curricula that is more deeply grounded in the real world experiences of our students. Use:" Met We're continuing to build our parent engagement in capacity as indicated in previous priorities. While most parents express feeling satisfied with the level of parent engagement, it does score slightly lower than other satisfaction measures. 08JUN2023 2023 01100170136101 Connecting Waters Charter - East Bay 6 Connecting Waters Charter School, East Bay asks students to complete an internal survey developed by the school leadership to ensure relevancy to our students in their special setting. The survey was sent out to students in every grade. Results are provided and analyzed by the school’s leadership team and Parent LCAP Advisory Committee, but to protect the identity of students due to a small reporting group, data summary will not be reported out publicly. Specific data points monitored include: *Student Rating of School Environment *Adult Expectations *Student Expectations *School Connectedness *School Safety *Adults are helpful to students *Adults treat students fairly *Adults treat students respectfully *Adults encourage students to do their best *If students have a problem, they know they can go to a staff member for help. Due to small data sizes, to protect the identity of our students, data analysis is not posted publicly. As a result of data analysis, our Guidance Department increased training regarding high risk students and worked with the Special Education Department to create a post-graduate transition plan for all students. Connecting Waters Charter School, East Bay has also developed a Parent Advisory Council in order to ensure that Connecting Waters Charter School, East Bay receives maximum parent input and to give families an opportunity to connect with other families in our Independent Study setting. Social Emotional Learning Curriculum has been implemented to support students. Additionally, because Connecting Waters Charter School, East Bay is a personalized learning independent study charter, student concerns can be addressed individually by each teacher assigned to the student in a 1:1 setting. Met 13JUN2023 2023 01100170136226 Opportunity Academy 6 A number of factors are taken into account when assigning students to a broad course of study. First, students are assessed in both math and English language arts to determine skill levels using the NWEA MAP assessment tool. The school has recently introduced the use of a writing assessment, DBQ to garner more information about student skill levels. Grade level spans are not considered because most students transfer credits from previous schools. Depending on how many credits they are transferring will determine their grade level. However, it is skill levels that determines which courses students will be enrolled. The school offers A-G course work through online curriculum and printed curriculum. Students may take a combination of course both printed or online to meet their short term and long-term education and career goals. AOA is a credit recovery program where students are able to earn their high school diploma so the school does not offer AP or IB courses, honor courses, or elective credits. AOA students are only required to earn the state’s 130 credit minimum. Through the use of the assessments noted above, students, families and the general education teacher work closely together to design an education pathway that will best help that student reach their short term and long-term goals. Most of the students who enroll are looking for employment, to get a promotion on their jobs, or want to be connected to college career pathways where they can earn job certification for employment. The school tracks curriculum used for all courses through the use of a spreadsheet that is present to the school board and approved in compliance with the William’s Act. As well, the school documents the courses offered into their yearly SARC. Teacher teams have been on curriculum adoption teams for social science and science. All teachers are certified to teach ERWC with 16% of students taking and completing the course, up from 0% the prior year. Moreover, the school tracks how many students are taking at least one A-G course while earning their high school diploma. Met AOA is a credit recovery high school diploma school. It is the design of the school to offer students credits they need to graduate using the state’s minimum credits of 130. Students have access to all core content areas, health, and PE which are the courses needed for students to earn their high school diploma at AOA. The school does not offer world language, though students can take the course using the online curriculum, Edgenuity. AOA has no plan to change its instructional model or unique design in order to expand course offerings beyond what is currently being offered. 13JUN2023 2023 01100170137448 Aurum Preparatory Academy 6 Aurum Preparatory Academy in Oakland, CA, is dedicated to fostering a positive and inclusive school climate, prioritizing local climate surveys to assess student perceptions of safety and connectedness. In line with Priority 6, we administer a local climate survey every other year, utilizing the California Healthy Kids Survey for our 6-8 grade span. Key Learnings from Survey Results: Our survey results have enriched our understanding of school climate. Students generally feel safe and connected within our community, yet areas for improvement exist, particularly in addressing social-emotional well-being and fostering a sense of belonging. Disaggregated Results: Disaggregating data reveals important trends. While overall scores indicate a positive climate, variations among student groups, especially those with special educational needs and English Language Learners, require attention. Addressing these disparities remains a priority. Revisions and Actions for Continuous Improvement: Responding to survey insights, we've initiated several actions for climate enhancement: Social-Emotional Learning (SEL): We've introduced SEL programs to bolster emotional well-being and resilience. Culturally Responsive Practices: We've integrated culturally responsive approaches into our curriculum and activities to address disparities. Enhanced Communication: Efforts are underway to enhance communication between students, parents, and staff, fostering transparency and support. Professional Development: Staff undergo training in equity, diversity, and inclusion to better serve all students. Student Support Services: Our support services have expanded to ensure access to resources for disconnected students. We anticipate these actions will promote a more inclusive, secure, and connected school climate. As we witness positive changes, we remain committed to data analysis, progress monitoring, and continuous adaptation to create an optimal learning environment for all students. Not Met For Two or More Years Aurum Preparatory Academy in Oakland, CA, is committed to ensuring that every student experiences a safe, inclusive, and supportive school climate. Our efforts to improve school climate extend beyond the administration of local climate surveys. We actively engage with our school community, involving students, parents, and staff in ongoing dialogue to address challenges and celebrate successes. Our approach is rooted in fostering a sense of belonging, respect, and responsibility among all stakeholders. Through targeted initiatives, such as restorative justice practices and peer mentorship programs, we aim to strengthen relationships and create a positive atmosphere where conflicts are resolved constructively. We recognize that a healthy school climate contributes significantly to student well-being, academic achievement, and long-term success. Furthermore, we are pleased to report that we have successfully passed the Williams Act instructional materials audit, ensuring that students have access to the necessary materials for a high-quality education. This achievement is a testament to our commitment to meeting the needs of all students, including those who are historically underserved. In conclusion, our dedication to enhancing school climate is a continuous journey. We remain vigilant in our efforts to create an environment where every student feels valued, supported, and empowered to thrive academically and personally. We are excited about the progress we've made. 08JUL2023 2023 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 20JUN2023 2023 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 4.39 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. Cox families rated 4.42 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. Met 16JUN2023 2023 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 4.58 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. Lazear families rated 4.60 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. Met 16JUN2023 2023 01316090000000 California School for the Blind (State Special Schl) 6 Not Met For Two or More Years 2023 01316170000000 California School for the Deaf-Fremont (State Special Schl) 6 Not Met For Two or More Years 2023 01611190000000 Alameda Unified 6 Data: Key learnings indicate that as students returned to campus from COVID, our elementary students had an easier time reintegrating being back on campus, reconnecting with their friends, and reestablishing the relationships with peers and their teachers. Our secondary students struggled more with safety at school, and this could be due to a variety of reasons. Anecdotal data indicates that there is a strong correlation that heavy social media use utilized to maintain communication between peers during the pandemic wasn’t always positive. Coming back to campus face-to-face with peers caused significant distress to some students and they needed additional support navigating appropriate adolescent interpersonal communication. Meaning: 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): 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. Challenges in this area include the social and political climate outside of our school walls that have significant impact on our Black/African American youth. We know that there has been a dramatic increase of Black/African American youth experiencing mental health crises and suicidal ideation. They experience systemic racism, are grossly misrepresented in media coverage, and have to code switch between friend groups, work, family, etc. School should be the one place that they can be their authentic self, be loved and supported, and have an overall feeling of safety. Another challenge and area of growth for AUSD is the hiring of staff of color. Our students need to see themselves reflected on our campuses. Use: 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, specifically as it relates to subgroups of students. Furthermore, through the Tiered Fidelity Inventory, we will be able to, in part, assess the consistency of these practices across all sites. That process allows us the opportunity to make revisions based on on-going student progress and expressed need. The district is also working to recruit more staff of color. Met 27JUN2023 2023 01611190119222 Nea Community Learning Center 6 Survey results showed that the school received very high marks on portions including 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. Not Met 23AUG2023 2023 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. -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. Met 15JUN2023 2023 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. When asked about their sense of belonging to the ACLC community, though, our black and African-American students were twice as likely to respond “disagree” or “strongly disagree”. 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 critical work to do with supporting a sense of belonging in our learners of color, particularly among our black and African-American students. USE: It is imperative that our school address the disproportionate results that our black and African-American students have given around their sense of belonging on site and the amount of respect that they receive. Because of this, we are continuing to engage our staff in anti-bias/anti-racist personal work and pedagogy. We have created additional emphasis this year on relationship and community building through intentional time set aside at the beginning of the year to build culture, along with planning events and experiences that provide opportunities for students and teachers to collaborate and connect. Additionally, we have added time twice a month for Advisory lessons/activities that focus on a combination of SEL topics and cultural recognition and celebration." Met 13JUN2023 2023 01611270000000 Albany City Unified 6 The California Healthy Kids Survey was last administered during the 2021-2022 school year 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, 74% 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 27JUN2023 2023 01611430000000 Berkeley Unified 6 Student Services will be collaborating more closely with the sites for future implementations to ensure 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 14JUN2023 2023 01611500000000 Castro Valley Unified 6 The CVUSD conducts an annual climate survey each spring. Additionally, the CVUSD conducted a survey to garner input from families. Based on the results of these data, the need to continue to strengthen our social emotional support for students at all grade levels and provide focused support for students with pronounced needs continues. In response to these needs, the CVUSD has continued its support for elementary counselors and expanded the staffing for elementary counseling at Title 1 schools. Further, at the middle school level, CVUSD is strengthening its wellness services for students by creating smaller wellness centers at each site. At our alternative school, CVUSD expanded counseling support, as well as after school support by utilizing new grant funds. In response to these programs, CVUSD schools have seen increased access by students to counseling services alongside decreased suspensions and disciplinary infractions. CVUSD is continuing to build on this success by providing certificated and classified staff members with training on restorative practices, compassionate dialogue, and recognizing/interrupting implicit bias. Met 28JUN2023 2023 01611680000000 Emery Unified 6 The District administers a local climate survey every other year in at least one grade within the grade span(s) that the district serves (e.g., K–5, 6–8, 9–12). According to the CA Healthy Kids Survey in Spring of 2023, 50% of the high school students and 56% of elementary scholars felt connected to school; 75% of elementary scholars reported receiving social-emotional supports, and 54% of HS students and 43% of elementary students felt that they have caring adults at school. The district will focus on increasing these numbers. Met 28JUN2023 2023 01611760000000 Fremont Unified 6 As part of the district’s continuing effort to foster a positive school climate, during the 2022-23 school year FUSD administered the California Healthy Kids Survey (CHKS) to students in grades 5, 7, 9, and 11. Student responses to the CHKS surveys act as a valuable measure of student perceptions of school safety and school connectedness. Response summaries are incorporated into individual school site’s School Plan for Student Achievement (SPSA) and into Local Indicator responses on the California School Dashboard. In the 2022-23 administration of the CHKS, the total number of surveyed students by grade level was as follows: • Grade 5: 1,513 students surveyed • Grade 7: 2,292 students surveyed • Grade 9: 1,702 students surveyed • Grade 11: 1,167 students surveyed Strengths: Grade 5 surveyed students reported high levels of school connectedness, academic motivation, perceived school safety, and social emotional learning supports; all of which categories had higher rates of positive response than the state average. A common strength identified in Grade 7, 9, and 11 was the 97% of students who reported no substance use at school. High school response rates saw an increase in the number of students perceiving high expectations and safety at school. Challenges: Compared to pre-pandemic CHKS survey administrations, surveyed grade levels now report lower levels of academic motivation. High school responses identify lower perceived rates of caring adults. Many students self-reported low levels of school absences, however empirical data sources suggest otherwise as elevated levels of chronic absenteeism was seen across the district. How will this data be used? • Local Climate Survey results are an important metric The results of the surveys are an important metric used within the district’s Local Control Accountability Plan (LCAP) Goal 4. CHKS data is shared at local Board of Trustees meetings and is braided into other district priorities, such as a formative data set for MTSS development. • Site-specific summary survey data is shared with schools and any site that had greater than a 50% participation rate is also provided with a School Climate Report Card. These results and resources are used by principals with their School Site Councils (SSC) in the annual development of their site's School Plan for Student Achievement (SPSA). • The CHKS will be administered in the 2023-24 school year to the same assigned grade levels (5, 7, 9, and 11). Met 28JUN2023 2023 01611760130534 Circle of Independent Learning 6 When reviewing individual questions specific to the Student's or Parent's satisfaction, Students rated COIL at 4.8 - 4.9 in the following areas: Understanding their responsibilities as a COIL student Being physically and emotionally safe Being respected and welcomed COIL is a place free from bullying and harassment COIL is a place where people of different cultural backgrounds, religions, races, and beliefs are respected COIL fosters positive character development and a sense of belonging Receiving guidance and support for schooling, college, and career goals Mentoring from their teacher that motivates and challenges them Being able to connect with a teacher for help and support Being provided appropriate materials and tools to help them progress in their schoolwork Would recommend COIL to a friend Parents rated COIL at 4.8 - 4.9 in the following areas: Understanding their responsibilities as a parent/guardian and home educator Being physically and emotionally safe Being respected and welcomed COIL is a place free from bullying and harassment COIL is a place where people of different cultural backgrounds, religions, races, and beliefs are respected Would recommend COIL to other parents All other responses for students and parents were a 4.5 or greater except the question referring to the onsite classes being beneficial to my overall understanding of the curriculum and education. (4.4/4.2) although this is a higher rating than the 2021-2022 (4.33/4.05). Currently, only 60% of the respondents participated in onsite classes, which reflects the continued concern COVID impacts as well as a new student population of 40%. These families have not had the benefit of realizing the overall positive academic impact of the onsite classes before COVID. COIL continues to look for ways to make students and families feel comfortable to return to in-person instruction and ways to incorporate remote methods that are less distracting for those in person and the teachers. Met 06JUN2023 2023 01611920000000 Hayward Unified 6 In accordance with the standard expected for State Priority Six, HUSD administered the California Healthy Kids Survey (CHKS) during the 2022-23 school year 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. As directed, this summary will indicate the differences among student groups in the results and report the overall score for all students and student groups. During the 2022-23 School year administration of the CHKS, the total number of surveyed students by grade level continued to remain at the same levels as pre pandemic administrative years. The number of students actually able to participate in the survey increased in the 9th and 11th grade. The total number of students surveyed was as follows: 2021-22 2022-23 5th grade: 774 5th grade: 674 7th grade: 1391 7th grade: 1,137 9th grade: 584 9th grade: 654 11th grade: 496 11th grade: 731 Data From 2022-23 Feeling Safe 5th Grade: 73% 7th Grade: 54% 9th Grade: 44% 11th Grade: 46% Feeling Connectedness 5th Grade: 71% 7th Grade: 57 % 9th Grade: 42% 11th Grade: 44% 5th and 7th grade note high levels of students feeling safe and connected. While there was a significant increase in students feeling safe and connected at school in 5th grade, there was decreases in those areas in 7th, 9th and 11th grades. The administration window of the survey was moved from the spring to the fall in 2022-23 allowing for earlier results and the inclusion of the data in the 2023-24 SPSA Meaning: This data shows a consistent decrease in both feeling safe and connected from 5th grade to 7th grade. This decrease in both areas continues to 9th grade where it levels off. The discrepancy seen during the pandemic years of kids feeling safe but not connected is no longer an issue after our 2nd year of returning to school. The percentages of students feeling safe at school is within a few percentage points of the number of students feeling connected at school in all grade levels. The impact of distance learning has yet to be fully studied at HUSD schools. A comparison of the results of this survey by grade level from pre to post pandemic will be important to truly analyze the impact on student feeling of connectedness and safety at school. Use: Results will be shared with school leadership teams as they develop their School Plan for Student Achievement (SPSA) climate and engagement goals. The CHKS was administered in 2022-23 and will be administered in the 2023-24 school year. A pre post pandemic comparison of the results will be made. Results from the CHKS will be guiding metric for our goal of Relationship-Centered Schools. Met 28JUN2023 2023 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 which was administered in Winter 2022. 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. This school year students engaged in numerous on campus events hosted by school government. We took numerous school trips to engage students in visiting college and job sites to learn about different opportunities in college and career. The school is aiming to improve elective offerings for students that meet the students interest and need through a survey provided every December. Survey results identified that students were most interested in STEM electives such as AP Bio, Physiology and Anatomy and Digital Media Arts pathway. By offering these courses we hope that students perception of the school will continue to improve. Met 28JUN2023 2023 01611920127696 Knowledge Enlightens You (KEY) Academy 6 KEY Academy sends a yearly survey to parents, students, and staff. One of the survey sections relates to the school's safety. Last year, 88% of our staff felt that the school environment was safe. 90% of students reported feeling safe at school on the survey. 90% of parents responded that the school was a safe environment. Staff has adopted the behavioral pedagogy of the Love and Logic program into the daily program. Since the program's implementation, discipline incidents have decreased, and a positive school climate and culture have increased. KEY Academy has 2.5 counselors to support our character program and will be able to intervene when students are struggling academically or socially. We will continue monitoring the survey results to ascertain the programs' effectiveness. Met 29JUN2023 2023 01611920127944 Hayward Twin Oaks Montessori 6 1. DATA: Reflect on the key learnings from the survey results and share what the LEA learned. Students: Students generally rated their educational experience as positive. The students’ sense of belonging stayed consistent since the previous report…81.43% sense of belonging for elementary and 77.18% for secondary. 2. MEANING: What do the disaggregated results (if applicable) of the survey and other data collection methods reveal about schools in the LEA, such as areas of strength or growth, challenges, and barriers? Areas of Strength: Zero high school dropout rate; 100% graduation rate; 100% college acceptance; robust mental health program. 3. USE: What revisions, decisions, or actions has, or will, the LEA implement in response to the results for continuous improvement purposes? Why? If you have already implemented actions, did you see the results you were seeking? There is an increased sense of belonging (to 95%) for both elementary and secondary. Mental Health staff focus on SEL. The Elementary and Secondary levels are a bit higher due to attending more school events, students feeling welcome, school staff taking students' concerns seriously, school staff treating students with respect. Met 30JUN2023 2023 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 22-23, most students felt Impact Academy was safe and reported they could access teacher support if needed. Similarly the vast majority of respondents reported positively about their sense of school belonging. Met 15JUN2023 2023 01612000000000 Livermore Valley Joint Unified 6 Twice per year LVJUSD administers the Panorama survey to students. Panorama is designated by the state as a valid climate survey that meets the requirements to evaluate school safety and connectedness. In addition, every two years LVJUSD administers the California Healthy Kids Survey in grades 5, 7, 9, and 11 and results are shared with the board. Within Panorama, students report relatively high levels of Self-Management, Growth Mindset, and Emotion Regulation. Elementary students also report relatively favorable ratings for teacher-student relationships and sense of belonging, though our results are not so favorable at the secondary level. Within the CHKS, 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. An area of concern which deviates from the generally positive 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 20JUN2023 2023 01612180000000 Mountain House 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 educational partners and the public through the Dashboard. Met 28JUN2023 2023 01612340000000 Newark Unified 6 "Parent Engagement: The strategies within this area and the associated data show positive trends. We have consistently met targets for parent involvement and have improvement in some key metrics, including the results of our Parent results from the California Healthy Kids Survey (CHKS). The over results show an increase in the number of respondents and show that there is a significant increase in overall satisfaction with the level of service and opportunity for involvement available to parents. We are happy to report that we are meeting and exceeding the desired outcome for this area. Furthermore, when we disaggregated this data to analyze the level of engagement for parents with disabilities, we found positive trends as well. However, we see an opportunity to improve in one metric, the degree to which parents feel that the school ""actively seeks the input of parents before making important decisions"", which showed only 69% of parents marking that they agreed or strongly agreed with this statement. We believe that translation services, parent workshops, and the work of Parent Partners, which is led by the Manager of Parent Engagement and Health Services have been effective in making progress on these goals. Student Engagement: We see mixed results on student satisfaction as reported on CHKS. When we compare these results to 2018-19 (the last available and reliable data set), there is a slight decrease in most metrics for 5th, but a slight increase in the results for 7th, 9th, and 11th graders, and it's important to note that these are the only grade levels that are expected to complete this survey annually. The biggest decrease for 5th grade students is regarding social emotional learning supports (-9%) and caring adults (-9%), and the second biggest declines are for school connectedness (8%) and academic motivation (-8%). By contrast, 7th, 9th and 11th graders had improvements on similar topics with most positive responses increasing my double. However, we still see the need to improve in a few key areas for our secondary students, specifically in improving meaningful participation, school connectedness, and facilities upkeep, which were all below 50% satisfaction. We believe that our STEAM Initiatives and new language pathway awards and recognitions, as well as the ongoing professional learning on linguistically and culturally inclusive practices will also contribute to growth in the coming year." Met 15JUN2023 2023 01612420000000 New Haven Unified 6 In Spring 2023, the NHUSD Student Survey was administered. Three thousand forty-six 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). The survey indicated that students generally feel safe. School Climate Student Survey Results indicate relative areas of strength were students “Agree” or “Strongly Agree” to the following: I feel safe in my learning environment - 90% I feel safe in my neighborhood - 93% There is an adult at this school who believes that I will be a success - 88% I work with other students in class - 90% I share ideas during class discussions - 74% I have the opportunity to be creative at school - 85% School Climate Student Survey Results indicate relative areas of growth were students “Agree” or “Strongly Agree” to the following: My classes make me want to come to school regularly - 63% My school’s environment makes me want to come to school regularly - 66% To address these concerns, we are in the process of implementing a vigorous Socio-Emotional Learning program throughout the district. Kimochis / Character Strong at the elementary level and Waypoints at the secondary level. Met 20JUN2023 2023 01612590000000 Oakland Unified 6 California Healthy Kids Survey (CHKS) -- Administered in 2021-22 to all students in grades 5-12 -- District-wide student participation rate was 56.5% -- 39 of 80 schools had a student survey participation rate of 70% or higher -- 59.7% of students reported feeling connected to their school. -- 59.4% of students reported feeling safe in their school. Met 28JUN2023 2023 01612590100065 Oakland Unity High 6 "DATA: In our local climate surveys students consistently give high rankings to school safety and connectedness. We administer a general student survey twice per year to capture student perceptions of school safety and connectedness. In addition, the school administers a survey for each Advisory. The survey includes Likert scales and open-ended questions, such as “Complete the following sentence as if you were describing Unity to someone who hasn't been to the school: Unity High School is a school that…” and “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 2021-22, at 85%. The Advisory survey participation is usually 100%. 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. The specific items that measure student perceptions of school safety and connectedness consistently indicate that most of students strongly agree (i.e., respond 4 and 5) that they ""feel physically safe on the Unity Campus,"" ""feel emotionally safe and supported on the Unity Campus,"" feel ""if I have a problem, I can get help from one of the school staff."" MEANING: 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” where students must sit apart in silence in the auditorium and do homework for a designated period under close supervision. The majority of students confirm: The discipline at Unity gives me the chance to learn how to become a positive member of this community. USE: 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 weekly 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. To ensure that our school culture is understood and accepted with each generation of new students and new teachers, we offer summer school for incoming 9th graders, orientation for new teachers, and supportive coaching of new teachers. Continuity in our culture of caring and emotional safety is also preserved through our Advisory system. Every student is assigned an Advisor who stays with the same group of students for four years." Met 28JUN2023 2023 01612590106906 Bay Area Technology 6 84% of students feel connected to the school community based on responses to the 2022-23 student survey. A number of changes were made to school procedures and security staffing to ensure that everyone felt safe at school this year. Drop-off and pick-up procedures before and after school were moved from the front of the school to the back of campus and free access between BayTech and the other on-site educational programs was eliminated. During school hours, safety is controlled by the school's contracted security team. Access to all gates and doors is monitored by security patrol. Gates and doors are locked with visitors escorted to the front office by security staff. Keys are limited to security and administrative staff. School security as well as school administration abide by a rotating supervision schedule to ensure student safety. Students are required to wear a BayTech shirt, lanyard, and ID badge at all times. In addition, students are only allowed to leave class with a hall pass that was provided by a BayTech staff member. This allows for easy recognition of movement throughout the campus. BayTech now uses a bell system that is unique to the BayTech daily class schedule. The expectation is that students will be on time and accountable in their assigned classroom. When staff members arrive at school, they are officially announced over the loudspeaker, so everyone knows who is on-campus. Visitor sign-in and sign-out logs are reviewed by security and BayTech administration on an ongoing basis. Staff and students were brought together by the difficult circumstances of this past fall and have retained a stronger sense of community since then. Our school psychologist and her therapy miniature horses have been a huge asset to the school community this year. They have provided emotional support for students, families, and staff during this difficult time. The community has also rallied around our school community this year. The Chinatown Improvement Council has donated BayTech backpacks to help staff identify BayTech students in case of emergency and foster a sense of belonging and safety for students. This large donation has also communicated to students that their safety is important, not just to their local neighborhood community, but also the larger Oakland business community. 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. Met 12JUN2023 2023 01612590108944 Lighthouse Community Charter High 6 During 22-23 school, families and students were surveyed to learn what areas needed more focus and improvement. The spring version of the survey was taken by over 1000 students across our LEAs, representing almost 80% of our students. Students were asked a variety of questions about their satisfaction with our program, with results reported on a 5 point likert scale. The LEA learned that 84% of students said that they felt supported or very supported, 82% of families reported there were high expectations for all students, and 82% of families reported the school provides high quality instruction. One area where the LEA has responded to data is around SEL supports, including adopting additional SEL curriculum, hiring additional clinical staff, and identifying times and spaces where SEL instruction will happen to respond to stated mental health needs from students and families. One challenge noted in this data is that the roughly 20% of students who did not respond represent some of the LEA’s more disengaged students. Met 14JUN2023 2023 01612590109819 Aspire Berkley Maynard Academy 6 We routinely obtain feedback through surveys, town halls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 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 3.97 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. Achieve 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, Achieve will continue efforts to engage parents in students learning, such as developing skills to support literacy. Met 16JUN2023 2023 01612590111856 AIMS College Prep High 6 We conducted an annual survey to get results on school climate. The survey is given to 9th-12th grade students & families. Below are the results for students and families. 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. 77.43% 2: I feel I am part of this school. 70.21% 3: Teachers and other grown-ups at school care about me. 77.43% 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. 77% 2: This school has a supportive learning environment for my child. 86.15% 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. Met 29JUN2023 2023 01612590114363 American Indian Public Charter School II 6 We conducted an annual survey to get results on school climate. The survey is given to K-8th Grade students & families. Below are the results for students and families. 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. 85.47% 2: I feel I am part of this school. 79.48% 3: Teachers and other grown-ups at school care about me. 87.00% 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. 94.93% 2: This school has a supportive learning environment for my child. 92.75% 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. Met 29JUN2023 2023 01612590114868 Oakland Charter High 6 Annually, the school administers an anonymous school climate survey. This year, we began using the California Healthy Kids Survey to measure school climate and culture. The survey was given to all students, families, and staff. Site leadership and Home Office staff reviewed aggregate data and discussed the results, trends, and offered ideas for improvement. At a subsequent date, this data was presented to families and students. We provided a forum for them to express their thoughts on the data and share takeaways and ideas for improvement. The data was also presented to our Board of Directors to allow for transparency and multiple avenues for engagement, support, and action planning. Overall, the survey revealed that the school culture and sense of belonging is strong. However, there are areas for improvement in relation to engagement, social activities, and connection to school staff. As a school, we understand that we must work on retaining teachers and staff so that students feel more connected to the school and know that they have continuity. Another area to continue to improve on is offering a variety of after school programs and sports. We are aiming to ensure that all students can participate in extracurricular activities by the time they graduate. Our goal is for everyone to feel part of a cohesive school environment and to have a safe and supportive school climate. Met 21JUN2023 2023 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. 83% (Bridge Rising) /84% (Bridge Upper) 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. 70% (Rising) and 60% (Upper) 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. 06JUN2023 2023 01612590115238 ARISE High 6 We utilized YouthTruth to measure student perceptions of school climate. Responses showed that the degree to which students believe that their school fosters a culture of respect and fairness was 3.52 and the degree to which students feel welcome at their school and have collaborative relationships with their classmates was 3.45. In response to the results, ARISE will focus on improving our Advisory program. We will continue to have two advisors per advisory. We will continue to focus on cohesion and engage more family and students in events. Another focus is Academic Mentors, as the program has been very successful. Students now understand College and Career better and we will continue to invest in that. Students have highly rated enrichment opportunities on Wednesdays. Met 13JUN2023 2023 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 4.07 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. LWL families rated 4.07 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. Met 16JUN2023 2023 01612590118224 Aspire Golden State College Preparatory Academy 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 01612590126748 LPS Oakland R & D Campus 6 Every other year the school administers a Panorama Survey. The last survey was administered in 2021-2022. Based on the survey results, we learned that overall, students report feeling safe on campus, they all reported having at least one trusting adult to speak with, and they felt cared for. 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 restorative practices, inclusivity, collaborative planning process contribute to 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 28JUN2023 2023 01612590128413 Aspire College Academy 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 01612590129635 Downtown Charter Academy 6 We conducted the California Healthy Kids Survey to measure school climate and culture last year. The survey was given to 6-8th students, families, and staff members; we had a high percentage of participation and all stakeholders provided input for an Action Plan. In general terms, the survey revealed that the school culture and sense of belonging is very strong, but there are a few opportunities for improvement, especially on engagement and social skills. DATA: 89% of students feel that they are part of the school. 93% are happy to be at the school, 83% believe that there is a teacher who cares for them at school, 94% of students think that teachers treat them fairly. 95% of students feel safe at school and 95% are satisfied with the school experience. 87% feel that they do interesting things at school. 87% of students report that they are made fun of or called names by other students, 30% of students feel that it is hard to focus on school work, and 38% reported that school is boring. MEANING: We invited students, families and staff members to analyze school culture survey data and provide input and identified the following strength and opportunities for improvement: STRENGTHS: Students feel that teachers care about students, students have friends, students find school activities interesting, everyone at school has a positive attitude. Parents feel that students are happy to come to school everyday, they appreciate the positive feedback from teachers, students have a lot of friends at the school and they are able to connect with them outside school. OPPORTUNITIES FOR IMPROVEMENT: Students feel that they need more sleep time, want more engaging activities. Teachers think that students have difficulty expressing emotions, and that after COVID, it is hard for some students to respect each other's differences. Parents feel that students spend a lot of time playing games and they want a varied lunch menu. USE: In general terms, our Action plan for this year includes: Use weekly Social Emotional time to facilitate Restorative Circle Times; restate and show community norms continuously, use homeroom time for quick 1-1 check ins, share outs, short mindfulness session, share coping strategies, teach the importance of sleep and rest for growing students, teach thoughts Vs. emotions, prioritizing SEL time, creating a culture of non-judgmental thinking, create affinity groups, school counselor facilitates focus groups to address diversity. Our school counselor meets with students on regular basis to: Celebrate differences in language, culture, ethnicity, and gender Basic health education Building empathy for on another Setting goals for academics and life Small groups to work on Social and Academic skills, stress management, 1-1 meetings. Met 21JUN2023 2023 01612590129932 East Bay Innovation Academy 6 The Panorama survey was administered to students, staff, and families between March and April of 2023. While the results are still preliminary and being analyzed by stakeholders, our initial data and learners are as follows: In reviewing our student responses, our Upper School campus saw improvements in three areas: (1) Climate of Support for Academic Learning, (2) Safety, (3) Sense of Belonging. Our Lower School Campus saw improvements in two areas: (1) Growth Mindset, (2) Self-Efficacy. Areas of concern that require additional analysis and action planning are: Upper School: (1) Growth Mindset, (2) Social Awareness. Lower School (1) Student safety in the lower school, (2) Climate of Support for Academic Learning. Teacher responses showed growth and progress in the areas of (1) Cultural Awareness and Action, (2) Feedback and Coaching, and (3) Resources for Student Support. Areas of concern for teachers include: (1) Educating all students, and (2) Teacher Efficacy. Family surveys are still in progress at the time of writing this LCAP. Our deadline for administering this survey was extended several times. EBIA recognizes the need to better engage families in order to participate in this important data collection process. The School Leadership will further disaggregate and use this data to identify a set of school wide priorities for school year 23-24. Met 31MAY2023 2023 01612590130617 Oakland Military Institute, College Preparatory Academy 6 At the Middle School level, 6th grade students generally scored in the positive range when compared to the 7th and 8th grade. In the category of School Connectedness, 6th grade scored 20 points higher than the other grades, 48 and 51 respectively as compared to 71. While in Social Emotional Distress, 7th and 8th scored at 36 and 20 with 6th graders were at 14. Even with disaggregated data, the very clear low or negative data of the upper grades as compared to the 6th grade informs us that there must deliberate interventions applied to upper grades. Three areas of improvement have been brought to bear on improving indicators for the Middle School. -A dedicated administrator to the Middle School -The further implementation of the OMI literacy program -The re-focus on Cadet Code of Conduct **No 10th grade data was collected At the High School level, 12th grade students generally scored higher in the positive range leading in categories such as “School is really boring” and “Cyberbullying.” As an entire school, OMI scored high in the two-thirds range in categories such as “Current alcohol or drug use,” “Academic motivation” and “School perceived as very safe or safe.” Three areas of improvement have been brought to bear on improving indicators for the High School. -BARR training to connect parents and teachers -Development of MTSS systems to monitor academics and bahavior -Provide more options in college and career pathways Met 22JUN2023 2023 01612590130633 Lighthouse Community Charter 6 During 22-23 school, families and students were surveyed to learn what areas needed more focus and improvement. The spring version of the survey was taken by over 1000 students across our LEAs, representing almost 80% of our students. Students were asked a variety of questions about their satisfaction with our program, with results reported on a 5 point likert scale. The LEA learned that 84% of students said that they felt supported or very supported, 82% of families reported there were high expectations for all students, and 82% of families reported the school provides high quality instruction. One area where the LEA has responded to data is around SEL supports, including adopting additional SEL curriculum, hiring additional clinical staff, and identifying times and spaces where SEL instruction will happen to respond to stated mental health needs from students and families. One challenge noted in this data is that the roughly 20% of students who did not respond represent some of the LEA’s more disengaged students. Met 14JUN2023 2023 01612590130666 Aspire Lionel Wilson College Preparatory Academy 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 01612590130732 Aspire Triumph Technology Academy 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 01612590132514 Francophone Charter School of Oakland 6 According to our student survey, 88% of students feel that school is safe and 81% of students feel connected to school. We are committed to prioritizing a positive school climate for our students. We will continue to implement School Culture, Social Emotional Learning, and Restorative Practices actions as described in the LCAP to ensure the school fosters a warm, welcoming school culture and safe school climate that promotes the values of accountability and responsibility. These actions are demonstrating effectiveness with low suspension rates and students feeling increasingly safe at school as indicated on school surveys. Met 12JUN2023 2023 01612590134015 Lodestar: A Lighthouse Community Charter Public 6 During 22-23 school, families and students were surveyed to learn what areas needed more focus and improvement. The spring version of the survey was taken by over 1000 students across our LEAs, representing almost 80% of our students. Students were asked a variety of questions about their satisfaction with our program, with results reported on a 5 point likert scale. The LEA learned that 84% of students said that they felt supported or very supported, 82% of families reported there were high expectations for all students, and 82% of families reported the school provides high quality instruction. One area where the LEA has responded to data is around SEL supports, including adopting additional SEL curriculum, hiring additional clinical staff, and identifying times and spaces where SEL instruction will happen to respond to stated mental health needs from students and families. One challenge noted in this data is that the roughly 20% of students who did not respond represent some of the LEA’s more disengaged students. Met 14JUN2023 2023 01612593030772 Oakland School for the Arts 6 "We administered our annual Student Culture Survey in February of 2023, providing access to the survey for all 750 students. We received responses from 542 students across all grades (6-12) representing a cross section of the school's demographics. Key takeaways for the school wide responses are the following: 63% of students feel OSA is a safe place for students (comments reveal that safety concerns reflect the surrounding area, not the campus itself.) 80% feel OSA is an inclusive environment 59% of African American identifying students feel OSA is a safe place for students 75% of African American identifying students feel OSA is an accepting and inclusive environment 44% of Latinx identifying students feel OSA is a safe place for students 77% of Latinx identifying students feel OSA is an accepting and inclusive environment 66% of students with IEPs feel OSA is a safe place for students 71% of students with IEPS feel OSA is an accepting and inclusive environment 60% of LGBTQ identifying students feel OSA is a safe place for students 80% of LGBTQ identifying students feel OSA is a inclusive place for students This data reveals that overall there are concerns around safety, but mostly in connection to our location being in the heart of a downtown area plagued with a disproportionate amount of crime. The disaggregated results reveal that our Latinx students feel less safe than other students, which presents an area of growth. The disaggregated results also reveal that our students largely find OSA to be an inclusive environment. Specifically, our LGBTQ students reporting at 80% is evidence that OSA is a sanctuary school for this demographic. We are on a perpetual cycle of continuous improvement and have taken on many initiatives in the 23-24 school year to make OSA a ""joyful school"". These initiatives include support and visibility for our affinity groups, increased opportunities for parent engagement, and incentive systems focused on the value of the ""OSA Way"": Value, Uplift and Honor amongst many other things. The return to school from the remote year of Covid was challenging for all schools, and we have made major progress in creating a safe and inclusive environment for all students. We are seeing the results in preliminary student data and anticipate the student culture survey data in February to show significant improvement in these regards despite the ongoing challenges we face." Met It is important to fully understand the context of public safety in Downtown Oakland and its impact on our students' sense of safety. Our surrounding area is a hotbed for crime at all hours of the day. The students witness this when they walk to and from school. This has increased significantly in recent years. To better understand our students' sense safety, we will be asking more specific questions to understand the difference between on and off campus. Our prediction is that students will report a very strong sense of safety on campus and report feeling much less safe when traveling to and from campus. We are partnering with local law enforcement and other safety entities to improve this, though much of it is beyond the control of the LEA. 08JUN2023 2023 01612596111660 Oakland Charter Academy 6 Annually, the school administers an anonymous school climate survey. This year, we began using the California Healthy Kids Survey to measure school climate and culture. The survey was given to all students, families, and staff. Site leadership and Home Office staff reviewed aggregate data and discussed the results, trends, and offered ideas for improvement. At a subsequent date, this data was presented to families and students. We provided a forum for them to express their thoughts on the data and share takeaways and ideas for improvement. The data was also presented to our Board of Directors to allow for transparency and multiple avenues for engagement, support, and action planning. Overall, the survey revealed that the school culture and sense of belonging is strong. However, there are areas for improvement in relation to engagement, social activities, and connection to school staff. As a school, we understand that we must work on retaining teachers and staff so that students feel more connected to the school and know that they have continuity. Another area to continue to improve on is offering a variety of after school programs and sports. We are aiming to ensure that all students can participate in extracurricular activities by the time they go onto high school. Our goal is for everyone to feel part of a cohesive school environment and to have a safe and supportive school climate. Met 21JUN2023 2023 01612596113807 AIMS College Prep Middle 6 We conducted an annual survey to get results on school climate. The survey is given to 6th - 8th Grade students & families. Below are the results for students and families. 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. 68.72% 2: I feel I am part of this school. 62.99% 3: Teachers and other grown-ups at school care about me. 74.89% 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. 90.24% 2: This school has a supportive learning environment for my child. 87.80% 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. Met 29JUN2023 2023 01612596117568 Aspire Monarch Academy 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 01612596117972 North Oakland Community Charter 6 Not Met For Two or More Years 2023 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 4.15 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. ASCEND families rated 4.28 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. Met 16JUN2023 2023 01612750000000 Piedmont City Unified 6 "Schools administered the California Healthy Kids Survey modules in March 2023. 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 2023. Several indicators in the California Healthy Kids Survey are used as metrics in the LCAP. Here are the results for those indicators from the 2023 Climate survey: 2022-23 Elementary 86% School Connectedness (+5% from 2020) 92% Feel Safe at School (+1% from 2020) 76% Caring Adults at School (-1% from 2020) PMS 84% School Connectedness (+10% from 2020) 85% Feel Safe at School (+4% from 2020) 82% Caring Adults at School (+8% from 2020) PHS 74% School Connectedness (+3% from 2020) 88% Feel Safe at School (+4% from 2020) 76% Caring Adults at School (+7% from 2020) MHS 65% School Connectedness (-11% from 2020) 70% Feel Safe at School (+2% from 2020) 82% Caring Adults at School (-1% from 2020) Source: CA Healthy Kids Survey Meaning: The CHKS results were anticipated especially in reflecting the impact of the COVID-19 pandemic disruptions on school climate. The last CHKS administration pre-COVID 19 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: 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. Additionally a change in bell schedule for 6-12 grade schools created a twice a week ""Academy"" period used for SEL lessons, community building, and academic support. This work continues as a major component of our LCAP, especially Goal 1." Met 12JUN2023 2023 01612910000000 San Leandro Unified 6 During the 2022-23 school year, the California School School Climate, Health and Learning Survey System was used to survey community members regarding School Climate. 326 5th grade students, 1,523 middle school students, and 1434 students in grades 9-11 complete the California Healthy Kids Survey (CHKS). Additionally, 1,123 parents/guardians completed the California School Parent Survey (CSPS) and 425 Staff completed the California School Staff Survey (CSSS). The CHKS responses from SLUSD students revealed a greater sense of school safety, academic motivation and school connectedness at the elementary level than secondary. Of the 5th graders responding, 72% agree with indicators of school connectedness, and 77% agree with feeling safe at school. School connectedness drops sharply through middle school with 55%, 45%, and 41% agreement in 6th, 7th, and 8th grade respectively. High school follows a similar pattern with 55%, 45% and 41% agreement across 9th, 10th, and 11th grade respectively. Similarly, school safety feelings are highest at elementary and drop to 41% at 7th grade and 40% at 11th grade. An additional concern is a further 3% increase in middle schoolers with suicidal thoughts from 2022 values. However, chronic sadness decreased for a second year. Across all grades, most students report feeling motivated academically (57% at 11th grade to 81% at 5th grade) and having adults with high expectations (61% at 9th grade to 82% at 5th grade). Over the next three years, we want to continue strengthening 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. Soul shoppe workshops on building positive school climate and student SEL competencies were implemented in 2022. Elementary school leaders reported increased connectedness to school and decreased bullying behavior. Our secondary schools are designing and delivering antiracist and restorative practices into their site plans in order to increase school connectedness by addressing root causes of alienation. Met 27JUN2023 2023 01613090000000 San Lorenzo Unified 6 Each school year San Lorenzo USD administers the Cal-SCHLS’ Student, Staff and Parent surveys. In addition to all staff and parents being invited to participate, the (CHKS) survey is 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, allows key findings to be presented to site principals, assistant principals and the school board. Much of these findings remain consistent each year, with some of the key findings from 2022-23 noted below: The percentage of students who perceive that their school sites have caring adults varies, with 81% of grade 5 students indicating this statement is very much or pretty much true, but just 48% of grade 11 students stating such. 47% of grade 7 students and 50% of grade 9 students reported that there are caring adults in their schools. Student perception of school connectedness also varies by grade level, with 70% of grade 5 students strongly agreeing or agreeing, while just 46% of grade 7 students, 46% of grade 9 students and 39% of grade 11 students reporting feelings of school connectedness. 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. Met 20JUN2023 2023 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. 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. 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. 06JUN2023 2023 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. 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. 45% 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. 06JUN2023 2023 01750930000000 Dublin Unified 6 "In the Educational Partners survey, when families were asked what their perception of the school's overall social and learning climate was. Dublin compared nationally at the 40th percentile. This survey was newly implemented in the spring of 2021-2022 for its first implementation. In the 2023 parent survey, 67.7% indicated Strongly Agree or Agree with the question, ""My child's school creates a school environment that helps children learn and grow."" This is a new baseline for this survey topic. When comparing the 2021-22 California Healthy Kids and Panorama surveys, there appears to be a consistent statistical trend showing a decreasing percentage of students who feel they have caring adults/meaningful relationships at school. Despite our recent increase in the number of counselors on our campuses, the demand for all counselors continues to increase because of the broader awareness of the importance of taking care of student wellness." Met 27JUN2023 2023 01751010000000 Pleasanton Unified 6 DATA Every other year Pleasanton Unified School District administers the California Healthy Kids Survey to all students in grades 5, 7, 9, 11, including questions on School Engagement and Supports, School Safety and Substance Use and Behavioral Health. Our most recent student participation rate was 85%. School Engagement and Supports: Finding: Students report high levels of School Engagement and Support. 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): 71% (7th), 69% (9th), 66% (11th) responded “Yes, most of the time” or “Yes, all of the time” regarding Academic Motivation and 76% (7th), 69% (9th), 68% (11th) regarding High Expectations 70% (7th), 68% (9th), 64% (11th) of students attending in person report a sense of School Connectedness 63% (7th), 56% (9th), 58% (11th) of students responded “Pretty much true” or “Very much true” regarding Caring Adult Relationships School Safety Finding: Students report feeling safe at school. 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) of students reported that they feel safe/very safe at school 5% (5th), 21% (7th), 17% (9th), 14% (11th), 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 Behavioral Health Elementary: 12% experience frequent sadness (“Yes, most of the time” or “Yes, all of the time”). Secondary: 25% (7th), 24% (9th), 34% (11th) students reported chronic sadness (during the past 12 months) MEANING & USE In response to the data represented here, Pleasanton Unified School District has identified the following priorities: Restorative and Trauma Informed Practices Positive Behavior and Intervention and Support (PBIS) Social and Emotional Learning (SEL) The following resources address student needs identified through this survey: District Social Workers Child Welfare and Attendance Specialists District Parent Liaisons In addition, Safety and Wellness Supports include: Comprehensive School Safety Plans Mandated Safety Drills High School Wellness Centers Met 22JUN2023 2023 01751190000000 Sunol Glen Unified 6 At Sunol. we use our Student LCAP Survey to gauge student perceptions of school safety and connectedness. The survey is administered to all students in grades K-8. The data below recaps the results of the survey relative to school safety and connectedness for the 2022-23 school year. Question 2022-23 Percent Affirmative Do you feel safe at school 96.70% Have you threatened anyone at school 7.69% Is there an adult school that you trust 86.81% Have you felt physically threatened at school 8.79% Have you been bullied due to race, religion etc 13.19% Have you been bullied due to sexual orientation 15.38% Our analysis of the results indicates the majority (96.7%) of our students feel safe at school. While it is our goal to have a 100% of our students feel safe on campus, 96.7% is a very high score and we will continue to strive for better results. We are concerned about the percentage of students reporting feeling bullied due to race, religion, sexual orientation etc. However, when we look at this statistic in relation to the high percentage of students reporting they feel safe on campus, the data does not seem to connect. For this reason, we will be conducting two student survey in the upcoming school year - one prior to the winter break and then a follow up in the Spring. These surveys will be focused solely on the six areas identified above. By surveying students mid-year, we will be able to work toward addressing any issues that students convey may be occurring. Additionally, we will try to gather more information within the survey itself to gain a better understanding of the results. The data from the 2023-24 survey will be used to develop and implement strategies to address identified issues. Met 27JUN2023 2023 01771800000000 SBE - Latitude 37.8 High 6 Latitude has historically 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 3.89 out of 5 on the SCAI Learning & Assessment metric, among other positive feedback. Met 16JUN2023 2023 01771800138289 Latitude 37.8 High 6 Latitude has historically 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 3.89 out of 5 on the SCAI Learning & Assessment metric, among other positive feedback. Met 16JUN2023 2023 02100250000000 Alpine County Office of Education 6 Not all students feel a sense of belonging at school or feel that they have several adults in whom they can trust. LEA will make a priority of building safe relationships between adults and students at each campus. The LEA is currently working with community organizations to to provide self-esteem and advocacy programming to students. LEA will seek out professional development opportunities to train staff to meet student needs with trauma informed practices and discipline procedures focused on teachable moments. LEA will plan and provide fun activities that promote team building and creating the school-family climate. Met 29JUN2023 2023 02613330000000 Alpine County Unified 6 Not all students feel a sense of belonging at school or feel that they have several adults in whom they can trust. LEA will make a priority of building safe relationships between adults and students at each campus. The LEA is currently working with community organizations to to provide self-esteem and advocacy programming to students. LEA will seek out professional development opportunities to train staff to meet student needs with trauma informed practices and discipline procedures focused on teachable moments. LEA will plan and provide fun activities that promote team building and creating the school-family climate. Met 29JUN2023 2023 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 2022. High School Strengths: 69% of our students feel that adults set high expectations for them, and 59% report that they are academically motivated. Additionally, only 2% of 9th graders and 6% of 11th graders reported that they currently smoke cigarettes . Middle School Strengths: Similar to the High School 71% of our 7th graders reported that adults set high expectations for them, and 54% said they were academically motivated. Only 1% of the 7th graders reported that they had smoked cigarettes. Similarly, only 2% of the 7th graders reported ever being drunk or high. Elementary School: 78% of our 5th grade elementary students feel they are treated with respect, 73% feel safe at school, and 81% feel that adults have high expectations of them in school. Additionally, 82% of our 5th grade students say they are academically motivated, while only 4% reported that they have smoked cigarettes. Opportunities for Improvement: It is noted that only 22% of 9th graders and 16% of 11th graders felt that they were given opportunities for meaningful participation in their classes. Sadly, 47% of 9th graders and 51% of 11th graders reported experiencing chronic sadness/hopelessness, and over 22% of high school students stated that they had considered suicide at some point in their lives. Middle School: The middle school numbers were strikingly similar to the high school with only 25% of 7th graders reporting that they had opportunities for meaningful participation in their schools. It is worrisome to see that 39% stated that they had experienced chronic sadness and hopelessness, while 23% said they had considered suicide. In our Elementary schools 40% of students said they have high levels of meaningful participation, and 43% report school boredom. Most concerning is that 41% of our 5th graders say they have been hit or pushed, 57% report being called bad names or are the target of mean jokes, and only 40% say students are well behaved. Another concern is that 27% report Alcohol or drug use and 26% say they experience frequent sadness. Met "Where do we go from here? Each school received a site-level report. Schools created individual plans to address the areas with opportunities for improvement. Strategies were put in place to try and change the data. Data cycles were established as many sites created a mini-survey that targeted their area of focus. All schools also use socialemotional curriculum to ensure all students have access to learning these skills in the general education classroom. At the secondary level, programs such as Where Everybody Belongs (WEB) and LINK Crew have been implemented to help students feel welcome and safe at school throughout their middle and high school years. We will readminister the CHKS in Spring 2023 to measure progress on these goals. Both junior high schools had Breaking down the Walls this year where students and staff connect, share their stories, and realize ""it's hard to hate someone whose story you know."" Ron James brought his message of kindness and making positive choices to all elementary schools, and all high school students participated in Every 15 Minutes and a Fentanyl awareness assembly. 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." 21JUN2023 2023 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 2022. High School Strengths: 69% of our students feel that adults set high expectations for them, and 59% report that they are academically motivated. Additionally, only 2% of 9th graders and 6% of 11th graders reported that they currently smoke cigarettes . Middle School Strengths: Similar to the High School 71% of our 7th graders reported that adults set high expectations for them, and 54% said they were academically motivated. Only 1% of the 7th graders reported that they had smoked cigarettes. Similarly, only 2% of the 7th graders reported ever being drunk or high. Elementary School: 78% of our 5th grade elementary students feel they are treated with respect, 73% feel safe at school, and 81% feel that adults have high expectations of them in school. Additionally, 82% of our 5th grade students say they are academically motivated, while only 4% reported that they have smoked cigarettes. Opportunities for Improvement: It is noted that only 22% of 9th graders and 16% of 11th graders felt that they were given opportunities for meaningful participation in their classes. Sadly, 47% of 9th graders and 51% of 11th graders reported experiencing chronic sadness/hopelessness, and over 22% of high school students stated that they had considered suicide at some point in their lives. Middle School: The middle school numbers were strikingly similar to the high school with only 25% of 7th graders reporting that they had opportunities for meaningful participation in their schools. It is worrisome to see that 39% stated that they had experienced chronic sadness and hopelessness, while 23% said they had considered suicide. In our Elementary schools 40% of students said they have high levels of meaningful participation, and 43% report school boredom. Most concerning is that 41% of our 5th graders say they have been hit or pushed, 57% report being called bad names or are the target of mean jokes, and only 40% say students are well behaved. Another concern is that 27% report Alcohol or drug use and 26% say they experience frequent sadness. Where do we go from here? Each school received a site-level report. Schools created individual plans to address the areas with opportunities for improvement. Strategies were put in place to try and change the data. Data cycles were established as many sites created a mini-survey that targeted their area of focus. All schools also use social-emotional curriculum to ensure all students have access to learning these skills in the general education classroom. At the secondary level, programs such as Where Everybody Belongs (WEB) and LINK Crew have been implemented to help students feel welcome and safe at school throughout their middle and high school years. We will re-administer the CHKS in Spring 2023 to measure progress on these goals. (Cont. in Criteria) Met "(Cont.) . Both junior high schools had Breaking down the Walls this year where students and staff connect, share their stories, and realize ""it's hard to hate someone whose story you know."" Ron James brought his message of kindness and making positive choices to all elementary schools, and all high school students participated in Every 15 Minutes and a Fentanyl awareness assembly. 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." 21JUN2023 2023 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%. 2022 WINTER STUDENT CLIMATE SURVEY BASES Learning Center - Student responses were not collected BCCS Middle-High 74%- Overall Rating (-8%) Elementary 87% Overall Rating (+1%) SPED Elementary Too few respondents to generate data Middle-High Too few respondents to generate data TMS Middle- High School: 86% (+2%) 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 26JUN2023 2023 04100410114991 CORE Butte Charter 6 CORE surveys students, parents and staff over the course of the academic year. For the purposes of evaluating local measures, CORE has chosen to review our student/parent survey data collected over the 21-22 and 22-23 school year. Survey's show that a majority of stakeholders feel that family leaders and staff continue to collaborate on decisions that affect students and families to help create policies/procedures that support the mission and vision of CORE while addressing the individual needs of the students and families. CORE works closely with its stakeholders to implement/evaluate decisions. CORE continues to strive for 100% parent participation on the Charter Advisory Council and Board of Directors. 94% of stakeholders feel they can directly advocate and make change on a per student level, which is in direct alignment with our model as a personalized learning school. Majority of families surveyed 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 school year. As CORE increased in-person offerings and reopened the campus to students and staff there was an increase in percentages for students feeling like they belong. 98% of respondents felt that CORE was a safe and healthy environment. CORE worked very hard to create an environment that was more “normal” and accepting. Staff identified clear emphasis on mission-minded decision making and a greater emphasis on showing measurable academic progress/working together to to gain greater buy-in from all stakeholders. 90% of staff appreciated the professional development days and collaboration time to focus on student learning. CORE continually strives to provide an environment for students and families that is safe, inviting, and where students thrive. Data collected over the past year shows that CORE continues to thrive in this area and that culture is a priority at the school despite the pandemic and the divide in our nation surrounding mandates. CORE works incredibly hard to include stakeholders in decision making for the school through various means. Through Charter Advisory Council/Board, CORE parents/community have a large place on the decision making bodies, along with the fact that parents are engaged in regular decision making with students on a day to day basis and work 1-1 with teachers to share feedback. CORE hosts town hall meetings where students, staff and stakeholders have opportunities to ask questions directly to leadership team members including live polls. CORE then shares the videos of the town hall with the school community. CORE would like to increase student/family survey engagement for feedback. CORE continues to work on communicating the roles of its Governing Board and disseminate information. Better communication leads to better academic achievement and a healthier community; CORE's two LCAP areas of focus. Met 09JUN2023 2023 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%. 2022 WINTER STUDENT CLIMATE SURVEY Middle-High 90% (+2%) Average Overall with lowest ranking areas: 80% - I like school. (+4%) 83% - I feel successful at school. (+9%) 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 continued to 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 26JUN2023 2023 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 2022 STUDENT CLIMATE SURVEY Elementary 98% (-1%) Average Overall with lowest ranking areas: 71% - I feel like I do well in school. (-11%) 81%- Good behavior is noticed at my school. (-5%) 83%- Students in my class behave so that teachers can teach. (-1%) Middle-High 76% (-1%) Average Overall with lowest ranking areas: 69%- I like school. (-1%) 69%- I feel successful at school. (-1%) 69%- The behaviors in my class allow my teacher to teach. (-5%) 75%- Students are frequently recognized for good behavior. (-3%) 77%- I feel my school has high standards for achievement. (-2%) While overall the elementary student responses indicate above the minimum standard, students' perceptions of how they are doing in school, along with acknowledging good behavior and classroom behavior need to be a focus for improvement. At the middle/high school level, there are multiple areas of focus for improvement such as liking school, feeling successful at school, maintaining high standards for achievement, and recognizing students for positive behavior. 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, and PBIS recognition in order to improve school climate for students. Met 26JUN2023 2023 04613820000000 Bangor Union Elementary 6 "DATA PRESENTATION: The Student Survey was conducted between 3/6/23 and 3/15/23 grades 3-8. We had 48 respondents among this group. Nearly every question was on a 5-Point scale with a rating of ""1"" being ""Not at all"" agreeing with the question/ statement, and ""5"" being ""Very Much So"" agreeing with the question/ statement. In this survey 3 will be considered ""neutral"". The following are percentages of responses that combined ""4"" and ""5"", considered to be positive agreement. I feel welcome at the school. The data shows 77% of the students responded/ agreed positively with this statement with; 13% rating their opinion in this as neutral. I respect the school staff. The data shows 96% of the students responded/ agreed positively with this statement with; 4% rating their opinion in this as neutral. I feel like I have a ""go-to"" adult on campus for things that bother me. The data shows 52% of the students responded/ agreed positively with this statement with; 19% rating their opinion in this as neutral. The staff shows respect to the students. The data shows 77% of the students responded/ agreed positively with this statement with; 19% rating their opinion in this as neutral. The students show respect to the staff. The data shows 79% of the students responded/ agreed positively with this statement with; 21% rating their opinion in this as neutral. The staff cares about me. The data shows 82% of the students responded/ agreed positively with this statement with; 13% rating their opinion in this as neutral. I understand how I can earn good grades. The data shows 92% of the students responded/ agreed positively with this statement with; 4% rating their opinion in this as neutral. I understand the school rules. The data shows 98% of the students responded/ agreed positively with this statement with; 0% rating their opinion in this as neutral. Overall, I feel safe at school. The data shows 79% of the students responded/ agreed positively with this statement with; 10% rating their opinion in this as neutral. TAKEN MEANING OF THE DATA: We have a safe and inclusive campus where kids feel respected, show respect and feel valued. One troubling data point here is that only 52% feel they have a ""go-to adult"" on campus. This data point may be that this is a new question and we have not specifically told children ""This is what what a go-to adult means, and here is your adult."" This data point seems counter to the rest of the survey, the size of the school and close family feel here on campus. USE OF DATA/ ACT: We will use this data to institute and online bully box, more PBIS development above last year's Tier 1 work, and attendance rewards/awards. We also have Toolbox and Xello curriculum in place this year for SEL development." Met 18MAY2023 2023 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: 96% of parents indicated that the school encourages parent to partner with school in education their child and 93% 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 Met 28JUN2023 2023 04614240000000 Chico Unified 6 The Chico Unified Climate Survey is administered three times yearly to all parents,staff. and secondary students. Students in grades 3-5 completed the survey four times. It provides feedback to the district 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 2023-24. 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 21JUN2023 2023 04614240110551 Nord Country 6 Both a parent survey and a student survey are provided to evaluate perceptions of school safety and connectedness. The data is shared with our stakeholders at PTO meetings, school site council meetings, and school board meetings. On the parent survey, we learned that 96% of our parents feel that their child/children are safe at school and 97% feel welcomed at the school. 95% of parents report the school encourages them to be an active partner in educating their child and 94% report that their child feels they belong. In the student survey we learned that 86% of students feel that they are safe at school. 87% of students are happy to be at this school and 75% reported feeling close to the adults at school. When asked how much do you feel like you belong at your school, 72% reported that they feel they belong quite a bit or completely. Our results show that we are strong in school safety and connectedness. When looking at the results, one of the questions asked by staff was if students who reported not feeling safe, was it a physical or emotional feeling. We are currently working to investigate this issue. After sharing our results at the PTO meeting, the PTO Board has investigated ways to make more families feel connected at their meetings. They provide childcare during meetings and are seeking other venues for some meetings to see if others feel more comfortable joining. We have put a lot of thought into activities in middle school to help those students feel connected and safe. Our survey results show that those actions have improved feelings in middle school. We did notice that now this is an area where fourth and fifth graders are reporting lower ratings. Therefore, we are looking for ways to implement some of the ideas from the middle school to the fourth and fifth grade classrooms. Met 28JUN2023 2023 04614240118042 Forest Ranch Charter 6 Typically, students take our detailed climate survey every year in the spring by logging in to an anonymous survey during class. This is proctored by the school Director, rather than 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 opportunities at Town Hall meetings regarding improvements needed. A few classrooms delivered their own student surveys to collect data and multiple parent surveys were conducted. Additionally, students had the opportunity to participate in Kelvin surveys during the year. The Comprehensive Student Survey was delivered in May, 2022 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 that 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 Equipment and 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 27JUN2023 2023 04614240120394 Inspire School of Arts and Sciences 6 "Inspire staff were pleased to see that positive responses did not drop significantly, even in a third year where learning was significantly impacted by the pandemic (and significant chronic absence). 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. The work of our math tutors has also helped all students feel better about their capacity for math. 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. Putting a bilingual liaison who can reach out for one-on-one support for these families has developed 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." Met 19JUN2023 2023 04614240121475 Sherwood Montessori 6 The Board was given a copy of the LCAP Sherwood Community Survey 2023 at the May 18, 2023 meeting of the Board of Directors. A presentation included highlights and areas for improvement based on the data. Data regarding school climate trended high for adults and lower for students. Potential validity issues with student data were discussed and changes to improve data validity for next collection will be implemented: i.e. Opportunity to understand of the meaning of the questions with questions & answers, opportunity to have questions read aloud, Likert scale for all ages will be implemented. Met 15JUN2023 2023 04614240123810 Wildflower Open Classroom 6 Wildflower administered several school climate surveys during the 2022-2023 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 2023 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 12JUN2023 2023 04614240137828 Pivot Charter School North Valley II 6 1. DATA: A local climate survey of Pivot Charter School students and parents was conducted. Results were generally positive, with 94.1% of students indicating they felt Pivot was a welcoming and friendly place, 88.2% of students indicating that their teachers were sensitive to their needs, and 52.9% 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, 75% indicated that they believed their student was prepared. 2. MEANING: An area indicated as a need for improvement was in the area of social and emotional development and counseling. Many students commented that they want to see more clubs or social events at the resource center. 3. USE: Next year we will be launching a program called Pivot PRIDE across all Pivot campuses with the goal of improved culture and climate along with explicit Social Emotional Learning targets. This program will include the development of Pivot core values that are streamlined for best student and community understanding using the letters of PRIDE. Each month of the school year will be focused on a different letter/value which is also connected to a Social-Emotional Learning key competency. For example, in September the focus will be PERSEVERANCE and the SEL competency of Self-Awareness. Throughout the month there will be weekly homeroom lessons focused on the related SEL skills, monthly fun pep rallies around the core value, and challenges that students will participate in throughout the month to earn badges and positive recognition. Each month resources will also be sent to student’s caregivers extending the work being done at school. There will also be increased on-campus events and opportunities through Pivot PRIDE, in addition to virtual events such as pep rallies and homerooms. Met 15JUN2023 2023 04614240141085 Achieve Charter School of Chico 6 Achieve administers the Kelvin Student Wellness Survey in partnership with Butte County Office of Education in the fall and spring to every 4th-8th grade student. Spring results are as follows: DATA: Overall Survey 70% Cultural Competence 89% Relationships 73% Climate of Support - Academic 71% Sense of Belonging/ Connectedness 69% Self-Awareness/Management 55% MEANING: Results for individual grade levels note a point drop or gain if it was percentage points or more Overall favorable rating for both schools combined is 70% (down from 77% in 10/2022) Student’s overall favorable ratings were higher in Oct. 2022 than Mar. 2023, but remained at 54% and above across all dimensions, with favorable ratings ranging from 54% to 91% Our strengths are in: Cultural Competency (90% favorable) Building Relationships (74% favorable) Climate of Support for Academic Learning (72% favorable) Overall growth was shown in students being able to come up with multiple ways to solve problems, though Paradise 4th graders and Chico 7th graders rated this question within the low 40’s The lowest ratings are in the area of Self Management/Self Awareness, at 56% favorable overall, with ratings by grade level ranging from 43-71% Chico’s 7th graders had the lowest overall ratings and the lowest ratings on 4 of the 5 dimension scores, with their lowest favorable rating being in the area of self-awareness/ self-management at 43% USE: In response to this data, we are piloting a Positive Behavior Intervention System as part of our Muliteared System of Support. We are working with the Butte County Office of Education on training and implementation for our staff. Met 14JUN2023 2023 04614246113773 Chico Country Day 6 The recent student satisfaction survey conducted at our school has provided valuable insights into the overall well-being and sense of belonging among our student body. The survey aimed to gauge students' feelings of happiness, belonging, connection to adults, teacher-student relationships, and their perceived belief in their learning abilities. The following narrative summarizes the key findings from the survey and outlines the next steps for improving the school environment. Survey Findings: Happiness at School (67%): Approximately 67% of the students who participated in the survey reported that they were happy to be at our school. This indicates a generally positive sentiment among our student population. However, there is room for improvement to ensure a more significant portion of students experience happiness at school. Sense of Belonging (60%): The survey results revealed that 60% of students feel like they belong at our school. This suggests that a substantial portion of students feel connected to their school community. Efforts can be made to enhance this sense of belonging, particularly for the remaining 40% who may not feel as connected. Connection to Adults (58%): While 58% of students reported feeling close to an adult at our school, it is clear that there is room for growth in fostering meaningful connections. Strengthening relationships between students and adults can contribute to a more supportive and nurturing environment. We are continuing to implement advisories at our middle school to support building connections between adults and students. Teacher Caring (82%): An encouraging 82% of students expressed that they feel their teachers care about them. This demonstrates a high level of teacher-student relationship. Our next steps include the implementation of our SEL curriculum RULER and ensuring all teachers are implementing community circles and planning community-building activities in classrooms. We have also hired a full-time school social worker who will support with counseling needs of students. Met 06JUN2023 2023 04614246119523 Blue Oak Charter 6 Not Met For Two or More Years 2023 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. The intermediate school is launched a campaign regarding making the right choices under the direction of Mister Brown, and will continue this in the 2023-2024 school year. 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 28JUN2023 2023 04614570000000 Golden Feather Union Elementary 6 Based on the local climate survey results, here is a summary of the key findings for the LEA: Academic Skills: Overall, students agreed that their reading, writing, and math skills have improved this school year. Access to Learning: Students reported having access to a broad course of study, including English Language Arts, Mathematics, Social Studies/History, Science, Physical Education, and Visual and Performing Arts. Engagement and Challenge: Students agreed that their teachers ask them to explain their thinking, and the work they do in school challenges them and makes them think. Support and Resources: Students felt that their teachers care about them, and their schools provide them with the materials they need to learn. They also reported having access to help with class assignments and having a trusted adult to talk to. School Climate: Students generally felt safe at school, enjoyed attending, and believed that students are treated fairly by adults. They also felt that their schools celebrate differences and have clear behavior expectations. Homework and Study Habits: Students reported having regular homework and being able to do it on their own. They also expressed that they try hard to do well in school and set goals related to their schoolwork. Bullying and Friendship: Most students disagreed that they were bullied at school, and they felt they had friends who support and care about them. Facilities and Food: Students perceived that their schools are kept clean, but there were mixed opinions about the loudness of the cafeteria and the liking of the provided food. Additional Factors: Students indicated that they read at home, have access to student stores to spend their points, and have positive views of Zoom and i-Ready. Based on these findings, the LEA can make the following considerations for continuous improvement: Strengthening Support: The LEA can continue fostering a supportive environment by ensuring that teachers provide opportunities for students to explain their thinking and offering resources for help with assignments. Tailoring Instruction: Recognizing that students have different subject interests, the LEA can consider providing a wide range of learning opportunities to cater to diverse preferences and strengths. Enhancing Engagement: The LEA can encourage the development of challenging and thought-provoking tasks to keep students engaged and motivated. Promoting Safety and Inclusivity: The LEA should continue emphasizing and celebrating inclusivity, while also maintaining a focus on maintaining a safe and fair environment for all students. Addressing Facilities and Food Concerns: The LEA can explore ways to address cafeteria noise concerns and gather feedback from students to improve food options. Monitoring Bullying: While the majority of students reported not being bullied, the LEA should remain vigilant in identifying and addressing any incidents promptly. The LEA will also encourage reading and study habits. Met 28JUN2023 2023 04614990000000 Manzanita Elementary 6 Manzanita Elementary School District has made great strides in creating and maintaining a safe, clean, and inviting learning environment through the use of PBIS. MESD utilizes the PBIS rewards program as well as Suite 360 to create a positive and Healthy Kids Survey. 86% of students feel safe at school which remained the same and 97% of parents feel that their child is safe at school according to the 2023 Healthy Kids Survey. On the 2022-2023 Suite 360 End of the Year Assessment of student mastery of SEL topics K-2 Students maintained an average score of 50pts placing in the highest mastery category. 3-5 students increased their average score by 1pt to 47pts placing them in the developing category. 6-8 students increased their average score by 2pts to 90pts placing them in the developing category. Manzanita will continue to utilize SEL and our school counselor to improve school climate. Met 29JUN2023 2023 04615070000000 Oroville City Elementary 6 On the Healthy Kids Survey, 2023, 5th grade OCESD students report: 63% of the school buildings are clean most or all of the time. 64% are proud of their school . 64% report high or moderated on school connectedness. 83% high or moderate academic motivations. On the Healthy Kids Survey, 2023, 7th grade OCESD students report: 38% agree or strongly agree they feel a part of the school. 35% agree or strongly agree their school is usually clean and tidy. 53% answered pretty much true or very much true that there are caring adults at school. The Meaning of the OCESD Data lead us to focusing on the areas of Equity and Culturally Responsive Climate areas with the creation of Goal 3: During the 2020-2021 school year OCESD entered into a Settlement with the DOJ focusing on equity and social justice. The actions identified in the DOJ were created to provide a positive school culture, alternatives to suspensions and provide an inclusive climate for all students. Our dashboard data supports the need for this change. OCESD had 9 out of 11 subgroups having very high suspension rates. Oroville's chronic absenteeism rates are at the Very High rate with 10 out of 11 meeting the Very High threshold. Our local assessment on school climate. Equity and Culturally Responsive Climate: Equity and Culturally Responsive Climate has been a major focus the past three years. Through our professional development and monthly 2023-24 Local Control and Accountability Plan for Oroville City Elementary School District Page 52 of 101 staff meetings, staff increased their awareness of cultural sensitivity, equity, bias, trauma-informed practices, discipline, social/emotional learning, and CR PBIS, and are able to consistently utilize these strategies in their classrooms. Based on the DATA and Analyzing of factors, OCESD instituted the following strategies: A. School site teams will identify two academic strategies: SEL and trauma-responsive in tier 1 and 2 to use at their school sites. B. District will conduct self-reviews to determine appropriate service delivery to SWDs. C. School site teams will consistently engage in and implement quality improvement efforts that will help improve school climate and safety. D. Staff will increase their awareness of cultural sensitivity, equity, bias, trauma-informed practices, discipline, social/emotional learning, and CR PBIS, and be able to consistently utilize these strategies in their classrooms. E. Staff will use research-based strategies for working with racially and culturally diverse and low socioeconomic status student populations including SWD's. F. A team will attend conferences to support CR PBIS, restorative practice for MTSS Met OCESD will continue refining practices for PBIS and Restorative Practices. In addition, a vice principal will be hired for each of the middle schools. Some of the sites have been struggling with not being able to fill vacancies for campus supervisors. Those positions will be revised to be 3 hours and 30 minutes long. In addition, an additional campus supervisor will be hired for each site. These actions are to support a stronger presence on campus and to make a stronger support system on campus. 28JUN2023 2023 04615070121509 Ipakanni Early College Charter 6 That students feel very safe at the school. Approximately 88% of the students feel safe at the school and another 7% feel relatively safe. Overall 73% of students feel connected to the school. The data indicates the schools strength is the classroom environment and its weakness is attendance. Based on local data student are improving academically but not able to overcome prior learning loss to meet the standards on state testing. The school is WASC accredited and this helps the school in continually improving. Met 26JUN2023 2023 04615070129577 STREAM Charter 6 Student survey results indicate that 78.3% of students responded positively to questions about school safety and connectedness. The LEA will continue to implement the PASS Survey, once in the Fall and once in the Spring. We will utilize the survey’s school toolbox to address SEL needs throughout the school year. We also began implementation of a Student Leadership Team where we will be able to garner more feedback. Met 28JUN2023 2023 04615150000000 Oroville Union High 6 CHKS was administered to students grades 9-12. 726 students took the survey and 41% of respondents agreed that school was supportive and an inviting place for students to learn. While this is not a ideal percentage of students that feel this, it is an increase from the previous years survey. 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. We have also been implementing Restorative Practices and training staff in regards to implementing these practices. The district is also providing opportunities for students to take advantage of mental health services, wellness spaces, and other resources to provide for the well-being of the whole child. Each site has begun to implement a Principal's council that will provide space for student voice in the operation of school sites. Met 21JUN2023 2023 04615230000000 Palermo Union Elementary 6 The results of the 2023 Student Climate Survey indicate that the majority of students at all grade levels surveyed like school, feel like they do well at school and know an adult at school that can help them. Survey results also indicate that student do not feel that they treat each other well. The results of the 2023 Parent Climate Survey indicate that the majority of parents feel like their child feels safe at school; that their child feels successful at school; that they feel welcome at school; that staff communicate well; that they are actively involved and that they attend parent conferences. In addition, we have experienced a very high rate of parent participation in school events and activities. The data suggests that overall, the student’s perception of the school climate falls on the more positive end of the scale. 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 implementing those strategies. In addition, we will continue to implement the social-emotional curriculum district wide and focus on improving student to student interactions. We will also continue to improve and refine the Positive Behavior Intervention and Support strategies on all campuses. 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, targeted tutoring and expanded learning opportunities at all school sites. Students, parents and staff have reported that these opportunities improve school connectedness, attendance and overall engagement. 28JUN2023 2023 04615310000000 Paradise Unified 6 "DATA: The following questions are from our 2022-2023 Healthy Kids Survey. 1. 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 Response 6 63% 7 59% 8 44% 9 62% 10 37% 11 60% 12 70% RDV 78% 2. Students were asked how strongly they agree or disagree with the following statements... 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. The averages below reflect students reporting “Agree” or “Strongly Agree” to the above statements: Grade Response 6 64% 7 47% 8 40% 9 34% 10 28% 11 44% 12 55% RDV 62% 3. 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 Responded No 7 52% 8 49% 9 67% 10 45% 11 47% 12 52% RDV 46% We learned that our students need continued support and outreach. MEANING: What is revealed is that a large portion of our students feel disconnected and that they don't have someone at the school that cares about them. Furthermore, there are many that feel unhappy, disconnected, and unsafe. In regards to the third question, there was a decrease in students feeling sad in all but one grade level. USE: Since the Camp Fire PUSD has partnered with Butte County Office of Education in providing counselors. This partnership has ended, however, PUSD has been able to secure funds and extend the counselors for roughly three years. The counselors support student and staff and each site has counselors dedicated to their site. We have also adopted RULER as our SEL curriculum and use KELVIN to do regular check-ins with students. PUSD has also created an ""Ask Me, I'll Listen"" campaign. This campaign includes six videos that are shared at sites and with the community. The goal is to let students know they have someone at PUSD that will talk to them. PUSD continues to implement with fidelity multiple structures to support school culture. District wide RULER is being implemented. Our high schools have been working with Inflexion and are focusing on building culture. This started last year with multiple meetings with students, staff, and families. Three maxims have been identified Future Focused, Hard Working, and Connected." Met Our community is five years down the road from the Camp Fire. The impacts of the fire have been unseen and continue. When you drive through our community you will still see people living in trailers. We have also experienced an increase in the number of divorces. Coupled with the fact that pre-fire Paradise Unified had the highest ACES scores (Adverse Childhood Experiences) in Butte County and Butte County had the highest ACES scores in California, we continue to see students, staff, families, and community struggling with emotional health. PUSD continues to provide staff with training focused on trauma informed practices. Counseling still is needed and is provided for staff and students and will continue to be needed for the foreseeable future. Incredible strides are being made, but there is still considerable work to be done. 27JUN2023 2023 04615310110338 Achieve Charter School of Paradise Inc. 6 In partnership with Butte County Office of Education, Achieve administered the Kelvin Education Student Wellness Plus to all 4th-5th graders in the fall and spring. The following data, meaning and use is below: Data: Overall Survey 70% Cultural Competence 92% Relationships 77% Climate of Support - Academic 72% Sense of Belonging/ Connectedness 67% Self-Awareness/Management 56% Meaning Results for individual grade levels note a point drop or gain if it was13 percentage points or more Overall favorable rating for both schools combined is 70% (down from 77% in 10/2022) Student’s overall favorable ratings were higher in Oct. 2022 than Mar. 2023, but remained at 54% and above across all dimensions, with favorable ratings ranging from 54% to 91% Our strengths are in: Cultural Competency (90% favorable) Building Relationships (74% favorable) Climate of Support for Academic Learning (72% favorable) Overall growth was shown in students being able to come up with multiple ways to solve problems, though Paradise 4th graders and Chico 7th graders rated this question within the low 40’s The lowest ratings are in the area of Self Management/Self Awareness, at 56% favorable overall, with ratings by grade level ranging from 43-71% Chico’s 7th graders had the lowest overall ratings and the lowest ratings on 4 of the 5 dimension scores, with their lowest favorable rating being in the area of self-awareness/ self-management at 43% Use: In response to this data, we are piloting a Positive Behavior Intervention System as part of our Muliteared System of Support. We are working with the Butte County Office of Education on training and implementation for our staff. Met 14JUN2023 2023 04615316112585 HomeTech Charter 6 DATA My school is clean. 100% My school is well maintained. 99% I feel safe at school. 88% 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% MEANING School Climate survey results show that students feel safe, secure, and engaged. An area HomeTech will continue to focus on is further engaging students for on-campus support via our counselor, new and diverse electives, and personal teacher/staff outreach. USE HomeTech will continue to provide personalized learning opportunities and will incorporate social-emotional learning as part of our curriculum. Additionally, individual students at risk for dropout or disengagement will receive interventions to add support both academically and social-emotionally. We will strive to offer more in-person social activities to help students engage with one another and build those social skills. Met 22JUN2023 2023 04615316112999 Paradise Charter Middle 6 The December 2022 Student Climate Survey response rate was 95%. The results indicate staff have high expectations for achievement and students feel respected by adults at the school. 88% of students responded they take pride in keeping their school in good condition. KEY LEARNINGS There is a need to address school culture and climate at PCMS. AREAS OF STRENGTH/GROWTH Student overall connectedness/satisfaction rate was 78%, -2% from the previous year. Statements scoring at least 85% include setting a high standard for achievement, treating students with respect, taking pride in the condition of the school and setting clear rules for behavior. PCMS increased slightly from the previous year on statements pertaining to safety and connectedness: * School is a place I feel safe. 80% (+2%) * I know an adult at school that I can talk to if I need help. 78% (+2%) The lowest scoring statements include: * I like school. 70% (-4%) * I feel like I fit in at my school. 78% (baseline) * I feel successful at school. 75% (-3%) * The behaviors in my class allow the teachers to teach. 70% (-6%) * Students are frequently recognized for good behavior. 68% (-8%) LEA'S RESPONSE TO THE RESULTS PCMS will continue the after-school program to address learning loss and provide students a safe place to connect with peers. Efforts to increase attendance will continue in 23-24 by increasing student engagement, improving the support for peer-to-peer interactions, and positive recognition for students' good behavior. PCMS will continue to provide students with additional mental health support, with a mental health counselor who is on campus approximately 15 hours a week. We have also hired a mental health coach who meets every Friday with students who are struggling with making wise choices. PCMS will provide classroom management/coaching training to staff by hiring a coach who specializes in this work. Site administration will continue to meet with students and parents to conduct follow up empathy interviews that further investigate need in low scoring areas. Met 16MAY2023 2023 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 2022 survey results show: Students = 85% of students feel like they belong (somewhat agree and agree) Staff = 95% of staff are satisfied with their job (somewhat agree and agree) Families = 94% of families feel like they belong (somewhat agree and agree) Attendance Rate = 94.65% Chronic Absenteeism = 13.3% 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 85% 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 2023-2024 school year. 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 like they do not belong will decline. 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, board meetings, etc.) help to drive the implementation of the LCAP goals and actions. Although the data shows CCCS 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 - ensuring high levels of learning for ALL students and being committed to academic, behavioral, and social/emotional learning to benefit the whole child- CCCS will continue to explore ways to get better. Met 07JUN2023 2023 04615490000000 Thermalito Union Elementary 6 1. DATA: Nelson Middle School Healthy Kids Survey (CHKS) Grades 6 & 7 Spring 2022-2023 results have all improved. • 73% of our students reported they feel safe at school. • 82% of students reported if they have a problem, they know they have someone to talk to at school. • 79% responded they feel cared about all or most of the time. Elementary Student Safety Survey Spring 2023 survey results from 3rd-5th grade students have all improved since the last 2022 student safety survey: • 75% of these students feel safe or very safe at school. • 76% responded they feel cared about all or most of the time. • 79% 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. 2. MEANING: There was a need to survey middle school students more often, especially about cyberbullying. Nelson Middle School will survey all 6th-8th grade students every trimester. At Elementary sites, principals are doing an additional survey to determine why some students. One school discovered recess time was an issue, so hired another campus supervisor to help on the playground. 3. USE: The focus for growth will be to continue increasing school connectedness and engagement through student advocate teams and school clubs with the focus on strengthening positive relationships. Met 28JUN2023 2023 04733790000000 Pioneer Union Elementary 6 "Based on the local climate survey results, here is a summary of the key findings for the LEA: *16 families were surveyed -All families said they felt safe sending their children to school -14 of 16 surveys said they feel welcome at school -15 of 16 surveys said they respected the school staff -15 of 16 surveys said their children felt like they had a ""go-to"" adult on campus for things that bother them -14 0f 16 surveys reported students felt the staff respected them -9 of 16 surveys reported students show respect to the staff -15 of 16 surveys reported students feel the staff cares about them -15 of 16 surveys students understand how to get good grades and understand the school rules -On a scale of 1 to 10 (10 being the highest),families answered the questions ""how great is my learning at Berry Creek Schoo?"" 3 surveys rated the school a 6, 2 rated it a 7, 2 rated it an 8, 1 rated it a 9 and 8 rated it a 10. Based on these findings, the LEA can make the following considerations for continuous improvement: -Continue our extensive PBIS program, ELOP programs and academic support programs -In doing severals surveys some parents replied they did not know about some of our programs and data so the LEA will work more diligently and strategically to inform parents about the specifics of school/student data and programs -not all parents are regularly logging in to grade-book system to see how their child is doing, we will work with staff and parents to check in on a more regular basis" Met 21JUN2023 2023 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/ and a mid-level summary of key Healthy Kids data is provided within each year's LCAP document as well. Additional indicators include suspension and attendance/absenteeism data and these are more dealt with in detail in the district LCAP as well. Elementary Students (Grade 5) Key takeaways from elementary results this year are that student satisfaction has fallen. Students reported increases in sadness, depression, bullying, a drop in feelign that adults cared about them, a slight drop in motivation, and a significant drop in feelign connected to school as well as decreased feelings of being safe at school. In suspensions and absenteeism, these are down from last year as the year closes, but still not quite at pre-pandemic levels. Secondary Students (Grades 7, 9, and 11) Key takeaways in the upper grades were that there were slight to no improvements in school satisfaction, motivation, and safety. The over time trend in the last three years is that conditions of student satisfaction have been down as a trend. When looking at students enrolled in Esperanza continuation, the void is greater, with markedly lower rates of student safety, motivation, and satisfaction compared to their peers in comprehensive education. In suspensions and absenteeism, these are down from last year as the year closes, but still not quite at pre-pandemic levels. In the first full year we can safely call post-pandemic, there has not been a ""return to normalcy"" in student performance or satisfaction. Knowing that there was an expected issue on the horizon in mental health, GUSD invested in attempting to secure a social worker, additional psychological help in the form of counseling aides, and has recently approved an additional halftime school nurse and an additional psychologist position. Some of these have been hard to fill or keep filled, and thus it is difficult to determine the efficacy of these measures until we can stabilize the positions" Met 28JUN2023 2023 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 2022-2023 school year, as was also the case in the 2021-2022 year. Starting with the 2023-2024 school year, an alternative survey will be given that is not dependent on a minimum student number for results. (The CHKS 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. 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 regarding improving school climate. Met 26JUN2023 2023 05100580530154 Mountain Oaks 6 In the January 2022 Program Survey for Parents, 99% of parents felt that the lines of communication between Mountain Oaks Families and the School staff were clear. 91% 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. 83% 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. 98% 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 92% 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. 80% 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 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 21JUN2023 2023 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. Met 19JUN2023 2023 05615640000000 Calaveras Unified 6 In conjunction with the County Office of Education, CUSD administers the California Healthy Kids Survey to students in multiple grades. Looking at results across multiple years by grade level indicates mixed levels of growth. Generally, younger students report feeling safer and more connected to school. CUSD will continue to focus on implementing PBIS strategies. Additionally, CUSD will continue to implement Second Step SEL curriculum at elementary grades and will focus on building school connectedness at secondary grades. Met 27JUN2023 2023 05615720000000 Mark Twain Union Elementary 6 DATA: California Healthy Kids Surveys indicate that students and parents continue to have concerns around student safety, bullying, students being sad or withdrawn. These concerns intensify at the middle school level, where students report significant incidents of bullying, fighting, violence, and vaping. MEANING: The results of the Healthy Kids survey indicate a need for more robust interventions for SEL, mental health, and student behavior. USE: MTUESD hired 1.8 FTEs of counselors and have Wellness Centers on both campuses meant to address these concerns. The District is also considering the adoption of a new SEL curriculum and the purchase of safety devices, such as vape sensors and additional surveillance cameras. Met 22JUN2023 2023 05615800000000 Vallecito Union 6 California Healthy Kids Student Survey Summary of Key Indicators (% in agreement): ELEMENTARY (Grade 5) School Connectedness - 77% Caring adults in school - 84% Anti-bullying climate - 75% Feel safe at school - 89% Students treated fairly when break rules - 63% MIDDLE (Grades 6 & 7) School connectedness - 64% 65% Caring adult relationships - 67% 58% School perceived as very safe/safe - 68% 74% Experienced harassment or bullying - 54% 57% The district sees that students' perception of a healthy school climate tends to decline once they enter middle school, but trends upward in 7th grade. An exception on this snapshot in time on the survey seems to be that students' perception of caring adult relationships decreases, and perception of harassment or bullying increases in 7th grade. The district provides survey results to site administrators who are encouraged to share it out with staff for reflection. The schools strive to provide a safe, healthy, connecting environment through positive adult connections and interactions, assemblies and guest speakers, interactive learning opportunities, and just implemented this year districtwide, Caring School Community teacher-led social-emotional check-in time with students each day where issues such as connectedness, bullying, safety may be brought up. Additionally, the district is seeking to build further school connectedness by offering engaging enrichment opportunities after school as part of its ELOP. Met Met standard. 21JUN2023 2023 06100660000000 Colusa County Office of Education 6 From our local survey administered in the fall of 2022 SWAA students felt safe at schools (8 students surveyed). 0 out of 8 students responded they felt unsafe or very unsafe at school. 0 out of 8 students responded they were bullied at school. 1 out of 8 responded to using drugs and alcohol. 7 out of 8 responded to never using a vape device. 0 out of 8 responded of being fearful of being beaten up, rumors spread about them, sexual jokes about them and their property stolen. 0 out of 8 responded they were never bullied or harassed about their race, religion, gender, disabilities or any other reason. 3 students responded they were honest on all of the questions, 3 responded they were mostly honest and 2 responded they were sometimes honest. The results display the school is safe and clean. SWAA has improved its safety on campus through Raptor and radios for faster communication. All rooms will display a safety booklet on the wall with emergency procedures. Met 21JUN2023 2023 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 93.75% EMS 95.90% CHS/CAHS 98% Discipline at school is fair and consistent. BPS 58% EMS 53% CHS/CAHS 58% My teachers set high standards for my student. BPS 88% EMS 71% CHS/CAHS 63% School is a safe place for my student. BPS 100% EMS 57% CHS/CAHS 58% The facilities at school are well maintained. BPS 73% EMS 50% CHS/CAHS 37% At school, there is a teacher or some other adult who really cares about me. BPS 78% EMS 66% CHS/CAHS 57% I feel close to people at this school – school connectedness. BPS 87% EMS 61% CHS/CAHS 54% As a parent of a student, I am satisfied with the number of meaningful opportunities for participation provided by the school. BPS 45% EMS 32% CHS/CAHS 20% My school encourages and promotes parent involvement. BPS 77% EMS 59% CHS/CAHS 42% I often go to bed at 10pm or later (grades 3, 5). I often go to bed at 12am or later (grades 7, 9, 11). BPS/EMS 35% EMS 16% CHS/CAHS 19% I have experienced frequent sadness or hopelessness. BPS 17% EMS 22% CHS/CAHS 33% School climate survey results show that students discomfort and anxiety largely impacted by COVID-19 have declined. Students are feeling more connected at school. The percentage of students experiencing sadness has decreased. 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. The District’s increase to Enrichment offerings and field trips were noted areas of strength in our District survey. CUSD transitioned our student information system returning to Aeries, and Parent Square proved to be a positive communication tool linked to our Aeries system. The District’s launch of a student survey administered twice a year will provide the opportunity to evaluate school culture for continuous improvement efforts throughout the year. Met 26JUN2023 2023 06616060000000 Maxwell 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: 64%, 7th grade: 80%, 9th grade: 72%, 11th grade: 72%. 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: 68%, 7th grade: 82%, 9th grade: 64%, 11th grade: 58%. The data reveals that students feel safer at school than they feel being part of the school. For the 2023/24 school year, the school sites need to build understanding as to why students are feeling unsafe and not being part of the school. Sites can determine how they will work with students to figure this out. It could be the use of surveys or empathy interviews with students. Met 21JUN2023 2023 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: 75%, 7th grade: 62%, 9th grade: 64%, 11th grade: 60%. 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: 66%, 7th grade: 58%, 9th grade: 55%, 11th grade: 57%. The data reveals that students feel safer at school than they feel being part of the school. Percentages in both areas are lower than they have been in previous years. For the 2023/24 school year, the school sites need to build understanding as to why students are feeling unsafe and not being part of the school. Sites can determine how they will work with students to figure this out. It could be the use of surveys or empathy interviews with students. Met 20JUN2023 2023 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 The CHKS is given every other year so we will have new data in the fall of 2023. Met A continued focus for 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 will be presented to the Board of Trustees in a public meeting in fall of 2023. Complete survey results will be posted on the District’s Website at this time as well. 15JUN2023 2023 07100740000000 Contra Costa County Office of Education 6 Data: 29% of students reported feeling connected to the school. (32) 59% of students reported academic motivation. (60) 47% of students reported having a caring adult relationship. (41) 57% of students reported that the adults in school have high expectations. (41%) 36% 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. Strength: 59% of students felt academically motivated. This is huge strength as almost all of our students come to us academically disengaged. Although the rating of high expectations (57%) and meaningful participation (36%) is not high, we consider this a relative strength as 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 14JUN2023 2023 07100740114470 Making Waves Academy 6 In February of 2023, we administered a “School Climate Survey” to inform the schools’ continuous improvement planning around school climate, engagement, and culture, including for the LCAP “local indicators.” With 80% of the total student body (91% of the Middle School & 67% of the Upper School) reporting, participating students reported experiencing: § School Connectedness: US (43%) & MS (52%) § Academic Motivation: US (54%) & MS (67%) § Caring Adult Relationships: US (53%) & MS (54%) § High Expectations: US (65%) & MS (71%) § Perceived School Safety: US (54%) & MS (56%) Overall results are in alignment with our 2022 Healthy Kids Survey results; however, we experienced a decrease in overall school connectedness. As the school focused on re-norming what it means to be back on campus full time, students and many adults have experienced anxiety and uncertainty related to returning to campus post pandemic. This may be one reason why the student data reflects a decline in “school connectedness.” Additional contributing factors might include staffing shortages, the reliance on substitute teachers and most substantially, the onset of unprecedented mental health issues among students. In an effort to address school safety concerns (noted in 2022), an uptick in behavioral and social emotional needs due to the existing social climate, MWA will be implementing a robust PBIS/MTSS structure for the 23/24 school year. The increase in social workers, prioritizing the hiring of key staff, and applying disciplinary actions (with fidelity) were a good start in addressing the key findings from the 2022 Healthy Kids Survey, however the data now suggests we supplement those structures with more intensive classroom supports, professional development in the area of positive behavior interventions, and most importantly, a clearly articulated and substantive tiered system of supports. The year one implementation of a robust PBIS/MTSS structure will seek to address/increase school connectedness and caring adult relationships among students, parents, faculty & staff o Via efficient, time sensitive communication; o Collaborative intervention processes, i.e., relevant, timely, and specific academic, behavioral and social emotional interventions; o Cross functional teams to support teachers in classrooms and by addressing concerns quickly/efficiently; o Relevant and highly specific, ongoing professional development in the areas of academic, behavioral and social emotional health for our faculty and parents; o Targeted to address equity and inclusion among key student groups, e.g, chronically absent, students with disabilities, and other student sub groups; In addressing the above areas, with a highly intentional approach, we hope to see positive gains across all areas of our future student and parent school climate related surveys. Met 13JUN2023 2023 07100740129528 Caliber: Beta Academy 6 DATA In the 2022-2023 school year, Caliber Beta Academy administered two rounds of SEL/Culture & Climate Surveys to students in grades 4-8 in the Fall and the Spring. Our goal was to have 90% of students participate in the surveys. In the Spring 92% of students completed the SEL survey and 89% of students completed the Culture & Climate survey. On the Culture & Climate survey the top domains were Diversity & Inclusion (76% favorable), Rigorous Expectations (72% favorable), and Fairness (58% favorable). The domains of School Safety (40% favorable), Engagement (40%), and Sense of Belonging (50% favorable) were the three lowest domains across the school. This data is consistent with feedback from educational partners including our teachers and families. On the SEL survey the top domains were Growth Mindset (64% favorable), Social Awareness/Social Competence (60% favorable), and Self-Management (58% favorable). The lowest domains were Curiosity (39% favorable), Self-efficacy (48%), and Self-awareness (53%). In comparison to the benchmark data from the New Schools Venture Fund cohort of schools, Caliber Beta Academy was at or above the benchmark in 36% of the Culture and Climate domains and at or above benchmark in 43% of the SEL domains. MEANING After reviewing the disaggregated data by grade level, English Learner status, Race/Ethnicity, and Disability Status, we have identified the following areas of strength as well as areas of growth. The 8th grade team demonstrated strong results on both the SEL and Climate survey. 8th grade was above the benchmark in all Culture & Climate domains and was especially strong in Rigorous Expectations, School Safety, and Sense of Belonging. Conversely the 7th grade was below the benchmark in every domain and was well below in Teacher-Student Relationships, and Rigorous Expectations. Overall there were not large differences in the perceptions of English Learners compared to other students on the Culture & Climate and SEL surveys. Black - African American students were well below the overall average in School Safety (28% vs 40% total). Students with Disabilities were also much lower than overall school average in School Safety (28% vs 40%). USE The survey data along with feedback from our staff and families demonstrates the need for clearer expectations and follow up around student behavior systems. As a result, the SEL team and the training around Restorative Practices, Trauma Informed Practices, and Student Behavior will focus on the following priorities of Predictable Learning Environments and a Clear Behavior Response System. By aligning a common vision of SEL across our network and by creating a common playbook with resources, we expect to see improvements in student and staff culture. Our responses to student behavior will be restorative, respectful and aligned across grades and classrooms. Furthermore, we will continue to review our circle curriculum to target our lowest questions including progress monitoring Met 22JUN2023 2023 07100740129684 Summit Public School K2 6 "Students responding ""agree"" or ""strongly agree"" to ""I feel emotionally safe at school"": 65% Students responding ""agree"" or ""strongly agree"" to ""I feel physically safe at school"": 71% Students responding ""agree"" or ""strongly agree"" to ""There is at least one adult at school that I trust"": 50% 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 08JUN2023 2023 07100740134114 Contra Costa School of Performing Arts 6 The data we received in our surveys reflected a variety of things throughout our community. I will split the data up into parent responses, faculty responses, and student responses. **Parent** Only 30-35% of our parents reported feeling welcome to participate in the school or feel that we are actively seeking parental input. They believe that the school and its staff, especially its teachers, are very supportive and responsive to their student’s needs but overall they would like to be more involved in the shaping of the school’s climate. Most also feel their child is safe at CoCoSPA but have concerns about substance abuse, like vaping, and bullying at the school. To support these concerns we have employed a Dean of Students and Supervisor of Enrollment and Family Engagement for the 23-24 school year. We’ve already seen a huge increase in parent involvement in our school, including with in our Parent Group Ensemble and with the creation of several parent booster programs to support our arts programs within the school. **Faculty** The results from our staff reported that they were concerned about receiving support from their administration and felt that their participation in decision making was low. They wanted more collective school decisions to be made and assistance in feeling safe within their working environment. They reported that they felt supported and cared for within their community and that they were held to high but achievable standards. They were also concerned about bullying, vandalism, and substance abuse but reported that counseling and monitoring was not a concern. They feel they are able to unhold standards within their classroom, with their students, but would like to see more follow through once behaviors are handled outside of the classroom setting. To support these concerns we have changed the schedule to support weekly staff meetings where the whole staff can come together to discuss large decisions at the school. The employment of our Dean of Students has had a favorable impact on the behavioral concerns of both our staff and students and we hope to continue to see improvements in the use of substances, vandalism, and bullying on our campus. Our Dean of students has been working on cultivating a connection with our students that will hopefully provide a safe environment that our students feel comfortable in. We have also put in place a new system of incident reporting that makes it easier for staff and students to communicate their concerns and report incidents that they see around the campus. PLEASE SEE THIS CONTIUNED IN THE CRITERIA SECTION. Met **Students** Our data shows that a major of our students feel cared for by the adults at the school. They report that they feel the staff are interested in their well being, hold them to high expectations of success, and take an interest in their academic growth. They also report feeling connected to their community and involved at the school. Students also report concerns around bullying, vandalism, and substance use while on campus. Though they acknowledge the school has policies against these things, students don’t feel the implementation of these policies is very effective. We will be working to implement more policies on campus that allow students to feel comfortable reporting concerns on campus. Steps we’ve taken so far to address these issues are similar to what I’ve mentioned in previous paragraphs. Our Dean of Students is working hard to create a student climate that leverages the shared values they report as a community to create a safer place on campus for students. Through the use of the new student incident reporter, the work The Dean of Student is doing in the halls daily, and enlisting the community ideas and suggestions of both our faculty and parent groups. Overall we are seeing a lot of the same concerns schools across the US are experiencing around drug use, vandalism, and bullying. However we are taking active steps to combat these issues and hope to continue to support our community. 13JUN2023 2023 07100740137026 Invictus Academy of Richmond 6 "1. DATA: Reflect on the key learnings from the survey results and share what the LEA learned. From 22-23 Student Survey: 77% of students agree with the statement: ""I feel like I belong at this school."" 84% of students agree with the statement: ""My classes are safe and under control."" Data Year: 2022-23 Data Source: Student Survey Agreement Summary 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? Success: Students are held to high expectations and feel that their teachers are effective. Areas of growth: Student sense of belonging and students feeling that their courses are safe and under control. 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 14JUN2023 2023 07100740730614 Golden Gate Community 6 Data: 54% of students reported feeling connected to the school 62% of students reported academic motivation 68% of students reported having a caring adult relationship 78% of students reported the adults in school have high expectations 29% of students report meaningful participation 8% of students reported bullying or harassment Meaning: - By utilizing our enhanced staffing, we were able to decrease our chronic absenteeism rate from 79% to 66.7%. Specifically, we created attendance and intervention teams. Our attendance team met weekly to discuss students with chronic attendance issues. From there, students were referred to the intervention team to develop a more targeted approach to individualized intervention and/or support. - By leveraging our restorative practices and social-emotional support services, we were able to increase the percent of students who felt safe on campus to 68% (up from 50%). As a result, we will continue to utilize both supports. - By leveraging our enhanced staff, we were able to increase the number of students enrolled in a California school during Spring 2022 to 94% (up from 76 % in Spring 2021). We will continue to leverage our enhanced staff to facilitate the transition process so that we can reach our desired outcome of 100% of students enrolled in California schools. Use: - In an effort to improve Golden Gate’s mental health service options, the school increased its contract with COPE Family Services to provide increased counseling opportunities for all students. A mental health screening process was adopted as part of the enrollment process to assess students more quickly in order to provide targeted support. - To support our College and Career readiness, expand our concurrent enrollment with the Community Colleges and increase the number of paid internships we place students into. - Our Healthy Kid Survey Data reported that (54% of students and 29% of staff) agree that the school promotes parental involvement. As a result, there is a need to create more opportunities for parent involvement. Met 14JUN2023 2023 07100740731380 Clayton Valley Charter High 6 "In a student survey sent sent out in 2023 school year, several climate/support-oriented questions were included: 91% of students reported that ""At my school there’s a teacher or some other adult who really cares about me” 87% 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 98%-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." Met 14JUN2023 2023 07100746118368 Manzanita Middle 6 In 2022-23, 100% of students report a sense of school connectedness. 95% of students feel safe on campus. Additionally, 95% of parents feel the school is safe and 90% of teachers. Manzanita will increase student engagement through input from student leaders representing all grades, adding sport league competition, guest speakers, study trips, dances and monthly Dojo point competition. The master schedule will continue with the added ELD, ELA and Math Intensive classes along with Student Advisor service in partnership with a dedicated social worker/counselor serving Manzy students, parents, and staff. At-risk students will be provided counseling services. Met 22JUN2023 2023 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. 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, compared to 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 and has increased over the past two years. AUHSD uses the online Say Something Anonymous Reporting System so students can submit anonymous safety concerns to help staff intervene with at-risk individuals. Through the online Bias Incident Reporting System, students can report bias, racism, sexism, and other behaviors that detract from a positive school climate. Connectedness All AUHSD schools administered the Stanford Survey of School Experiences in April 2022. Several of the survey components address 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, AUHSD schools are strengthening student orientation programs. All District schools have also launched a series of student cohort lessons and activities to increase student connectedness on campus. Met Three times a year, AUHSD schools administer a 10-12 question “Pulse Survey” to all students. The focus of the survey is campus climate and student connectedness. Staff and student leaders review the results, including results disaggregated by grade level, race, and gender identity. Schools use the results from these brief surveys to help inform their efforts to foster a positive campus climate for all. 07JUN2023 2023 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 7, 9, and 11 for the 2021-2022 school year. 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. Based on the data from the 2021-2022 Main Report the following data was gathered: The 2021-2022 California Healthy Kids Survey compared to the 20210-2021 California Healthy Kids Survey for AUSD indicates that students feeling school is very safe or safe in grades 6, 7, 9, and 11: 6th Grade 66% 7th Grade 40% 9th Grade 52% 11th Grade 46% 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 6, 7, 9, and 11: 6th Grade 62% 7th Grade 46% 9th Grade 50% 11th Grade 46% We do see a slight increase in students reporting a caring adult relationship with a range from 46-55%. The lower percentages are found in the middle school grades. There was also data of students feeling they had adult support with a range of 62-81%, which is an increase. The highest percentage being present in 6th grade. 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 28JUN2023 2023 07616480115063 Antioch Charter Academy II 6 Fourth through eighth grade students participated in a student survey in spring, 2023. The survey included 48 scale response questions and two open-ended response questions to measure student opinion about the school climate. 92% of intermediate students feel safe or very safe at the school, 94.6% of middle school students feel safe or very safe. 96.8% of intermediate students and 89.2% of middle school 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 they like their friends, the teachers, and the activities they get to do at school. They also like the small size of 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. 30.7% of intermediate and 29.7% 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 15JUN2023 2023 07616480137430 Rocketship Delta Prep 6 Families are overall satisfied with the school, with 59% of respondents reporting that they were satisfied or very satisfied. Satisfaction was being driven by families feeling the school has a strong and committed community that actively encourages family participation, reported by 74% of families and 78% 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 08JUN2023 2023 07616486115703 Antioch Charter Academy 6 Second thought 6 grade students participated in a student survey in June of 2023. The survey included 20 scale response questions. 90% of students feel that ACA is a place where they belong. 95% of students feel that the teachers encourage them. 98% of students report feeling treated with respect by their classroom teachers. 97% of students feel treated with respect by their Wednesday instructors. 80% 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. Areas for growth: 20% of students don’t feel respected by other students at their school. 40% of students don’t feel good about putting things on the agenda and 25% feel Class Meetings don’t help solve conflicts. Met 15JUN2023 2023 07616550000000 Brentwood Union 6 "Data: BUSD chose to use the CA Healthy Kids Survey (CHKS) to report on Priority 6. 2020-2021 CHKS grades 5 and Grade 7: School connectedness - agree (73%) or strongly agree (56%). School perceived as very safe (81%) or safe (53%). Meaning: A review of 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 7th-grade students perceive the school as safe or very safe. These numbers demonstrate a significant percentage of students (with lower a 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: Implementation of Say Something App (am anonymous reporting system), increased counseling support groups, PD on Equity, Inclusion & Belonging, PD on Trauma Informed Practice, and Site Leadership focused on character education and advisory programs (based on data analysis)." Met 21JUN2023 2023 07616630000000 Byron Union Elementary 6 For the first time, we administered the California Healthy Kids Survey to Grades 3 through 8. Since in past years it was administered to just grades 5 and 7, to allow for comparison, this report focuses on those grades. KEY LEARNINGS: In Elementary, grade 5 students feel connected to their schools and teachers (70% felt there were caring adults in schools; 87% reported adults held high expectations; 88% are academically motivated; 87% feel students are treated with respect). Few (14%) feel frequent sadness and 76% feel safe at school. These students reported no incidence of smoking or vaping, though a small amount indicated they had a friend who smoked (3%) or vaped (7%). Most indicated it would be difficult to access these. In Secondary, our grade 7 students had slightly lower positive feelings about school, though higher than last year (63% felt there were caring adults in schools; 78% reported adults held high expectations; 65% feel academically motivated) Mental health of our adolescents continues to be a concern with 40% reported feeling chronically sad or hopeless, 30% feel social emotional distress, and 56% experienced harassment or bullying. MEANING: In Elementary, our data is similar to the previous year. The one exception is the significant drop in feeling there are caring adults in school which dropped from 96% to 70%. Most disaggregated data points were within a 10 point range. An exception was parent involvement where 88% of Hispanic/Latinx students agreed, whereas White and Mixed (two or more) ethnicities were 74% and 70%, respectively. A similar discrepancy occurred with Anti-bullying climate: Hispanic or Latinx 89%, White 73%, and Mixed (two or more) ethnicities 77%. Gender breakdowns were similar. Significant outliers were more boys feeling more bored at school (56% to 26%) which is related to just 30% of boys feeling they meaningfully participate at school. In Secondary, our 7th grade data is also similar to last year. An exception is an increase from 56% to 65% of feeling academically motivated. When reviewing disaggregated data, key outliers are Whites are most likely to feel connected to school, academically motivated, and focused on school work. Students of Hispanic or Latinx descent tended to report these about ten percentage points, while students of Mixed (two or more) ethnicities were 20 percentage points lower. Students of color experience more harassment or bullying. Middle school girls report more harassment and safety issues at school. Just 3% reported current vape use, but half said it was easy to access vape products, making it critical to continue to educate students on the dangers of these products. USE OF DATA: We are taking the following actions: 1)Add a full-time elementary counselor, 2) Add middle school Assistant Principal, 3) Provide training to support student connections, 4) Continue PBIS and SEL curriculums, 4) Work with staff to address the safety concerns, and 5) Host parent education nights. Met 22JUN2023 2023 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: • 89% of students report that Vista Oaks is supportive and an inviting place for students to learn. • 82% of students report that adults at the school treat all students with respect. • 85% of students report that their teachers work hard to help me with my school work. • 91% of students report that they plan to graduate from high school. • 80% of students report feeling safe on campus. 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. 30% of students report that they would like more resources on stress and anxiety with 38% social skills as another 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. Additionally, Vista Oaks has made college and career readiness a priority based on survey results and input meetings. 18% of high school students reported that they were not enrolled in a class that is part of their career path. Therefore, the school has increased the number of electives available for high school students through Edgenuity and other online platforms. 24% 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. During the 2022-2023 school year, academic counselors have maintained time allotted to provide one-on-one guidance, which was well-received and utilized by students, families and staff. Academic counselors coordinated 10 events and provided 5 additional hours per week of time set aside for academic counseling. In addition, students had the opportunity to take San Joaquin Delta College's Introduction Criminal Justice, Introduction to Business, and Introduction to Psychology onsite at Vista Oaks. The school will focus on maintaining these services and programs available to all students. Met 22MAY2023 2023 07616710000000 Canyon Elementary 6 Canyon ESD administered a Social Emotional Learning survey in grades 6-8. Overall, the percent of students responding favorably related to CORE SEL Competencies for growth mindset (65%) and self-efficacy (55%), social awareness (66%), and emotion regulation (45%) Met Students who believe their teachers hold them to high expectations is high, notably, 90% of students felt the expectations were too high for the support they received. Students also reported that most incidents of harassment and bullying were not addressed fully. 13JUN2023 2023 07616970000000 John Swett Unified 6 JSUSD administered the California Healthy Kids Survey to students in grades 3 - 12 in 2021. 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 Restorative Practices and becoming more 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. We are also looking at forming school-based mental health and wellness centers using Student Behavioral Health Incentive Program (SBHIP) funds. Met 07JUN2023 2023 07617050000000 Knightsen Elementary 6 The LEA administers a local climate survey at each 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 spans that the LEA serves, K-5 or 6-8, and reports the results to its local governing board at a regularly scheduled meeting of the local governing board and to stake holders and the public though the dashboard. The district also administers a parent and staff LCAP survey which includes questions regarding school climate. One of the highest marks our district received from students, parents, and staff is the personal outreach and connectiveness our district provides. One of the areas our district needs to improve on is the digital information and timeliness of our updates to webpages and online student gradebook. Currently, our Student Information System (SIS) and school web pages are running through systems that the district will be moving away from as they no longer can fulfill our needs. Our families and staff rely more heavily on these digital resources for a source of information about their student's progress, important school dates, and activities. Beginning in the 2023-2024 school year the district will have an upgraded SIS system that will integrate many of the other platforms we are currently using to track student performance and accounts. Likewise, our district will undergo a change over to an updated web hosting provider service. Met 14JUN2023 2023 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 increased digital citizenship instruction and social emotional support for all students 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 schoolwide practices that have been demonstrated through research to provide a basis for successfully including all students who live in the school community. Met 14JUN2023 2023 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 and looking specifically at trends over time including accessible results aggregating 2019, 2020, and 2021 include: 1) 59% of grade 9 students and 55% of grade 11 students perceive their schools as safe or very safe. For this same three-year span: 2) 57% of grade 9 and 55% of grade 11 students report being connected to their school. ***MEANING - Disaggregated data focusing on most recent 2021 data accessible yielded the following findings: Our calschls.org dashboard offered disaggregated data for student groups. 1) School Safety: Latino/a students (51%) at grade 9 reported below the 59% data collected for all students responding with ""safe"" or ""very safe"" schools. At grade 11 and again focusing on respondents stating our schools are ""safe"" or ""very safe,"" African American (42%), Latino/a (51%), and Mixed (two or more) ethnics (52%) reported below the 55% data for all student respondents. 2) School Connectedness: African American (50%) and Latino (51%) grade 9 students reported lower than 57% at grade 9 for school connectedness. Grade 11 student groups under the 55% threshold for all students were African American (43%), Latino/a 50%, Pacific Islander (46%), and Mixed (two or more) ethnics (48%). focusing on 2021 data in the order of school safety and then school connectedness: USE: LUHSD continues to take several steps to increase student safety, including: School Resource Officers on every comprehensive campus, perimeter fencing, and adding security cameras on school 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. School sites have explored and are practicing principals of multi-tiered system of supports (MTSS). 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. LUHSD also has additional counselors and have added site administrators." Met 21JUN2023 2023 07617390000000 Martinez Unified 6 "Martinez USD administered the California Healthy Kids Survey (CHKS) in the 2022-23 school year, as it had in the six previous school years, to students in grades 5, 7, 9, and 11. Martinez USD has chosen to administer the CHKS annually in order to carefully monitor and respond to the overall health and safety of our students. A total of 784 secondary students and 279 elementary students responded. In the category of School Safety, the majority of students in the 5th grade surveyed, 79% responded that they ""feel safe at school."" This has stayed relatively consistent over the past four years but decreased by 8% from last year. At the secondary level, we are seeing a steady decline in this category. This year 53% of our 11 graders agree with the statement ""Perceived as Very Safe or Safe,"" a decrease from 64% last year. In grades 7, 51% agreed, and in Grade 9 53%. With the continued effects of the pandemic, it is challenging to determine the root cause of students who responded ""unknown"" or ""disagree."" There has been a layer of uncertainty and unknowns due to school closures and a global pandemic. School connectedness is an area that has a similar trend with 73% of 5th grade students surveyed feeling connected. We saw 11th grade to 54% of students feeling connected at school. In grades 7 and 9 there was a slight decline with an average of 53% from 58%. We need to take a closer look at Meaningful Participation as it indicates students are reporting lower scores, in all grades and these scores significantly declined from last year. Grade 5 shows a downward trend of 37% from 39% in 2022. We did not see a decline in the secondary level in the area of ""meaningful participation"", although the percentages were low they increased across 7th, 9th, and 11th grades. To improve this sense of connectedness, MUSD continues to explore social-emotional support and has a multi-year partnership with the Contra Costa County Office of Education to implement Positive Behavior Intervention and Support (PBIS) at our secondary schools. Choose Love will be the foundation of our Social Emotional Learning at all levels. All programs we are implementing have a behavior monitoring or assessment component so that we can track student responsiveness to these programs. We will continue administering the CHKS each year as another measure to determine benefits and district goals. How will this data be used? - The results of the CA Healthy Kids Survey are an important metric for LCAP Goal 4. This data is shared at Executive Advisory Council LCAP sessions as goals and actions are analyzed 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 again be administered in the 2023-24 school year." Met 26JUN2023 2023 07617470000000 Moraga Elementary 6 In the 2022-2023 school year, students did not take the California Healthy Kids Survey. This survey will be utilized again in 2023-2024. A new metric was added to the LCAP of a social emotional learning survey focusing on the four domains of self management, social awareness, self efficacy, and emotion regulation. This survey was given to 3rd through 8th graders twice over the course of the year. Overall, elementary students are in the 80th to 99th percentile in all areas. Middle school students scored lower in social awareness and self efficacy in the 40th to 59th percentile and these will be an areas of focus moving forward. 6th through 8th graders also took a Diversity, Equity, Inclusion survey. Diversity and inclusion was a strength at 60th to 79th percentile, with cultural awareness (40th to 59th percentile) and sense of belonging (0th to 39th percentile) being areas for growth. Staff and parents collaborated around these results, with a focus on maintaining high levels of SEL for elementary students and building increased belonging for middle school students. In elementary schools, MSD will continue to implement Second Step and PBIS to support connectedness goals. In middle school affinity clubs, like a Gay-Straight Alliance and RAD, will continue to develop. PBIS will be fully implemented through a teacher team. Specific goals for belonging and connectedness have been added to Single Plans for Student Achievement by Site Council and this will support continued focus on this work. Safety continued to be a top priority from the community. A continued focus on safety protocols and training will persist in 2023-2024. Met 13JUN2023 2023 07617540000000 Mt. Diablo Unified 6 In 2022, a sampling of Mt. Diablo Unified School District students in grades 5, 7, 9, and 11 participated in the biennial 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 28JUN2023 2023 07617540134072 Rocketship Futuro Academy 6 Families are largely satisfied with the school, with 78% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school has a strong and committed community that actively encourages family participation, reported by 84% of families and 79% of students feeling happy and excited to come to school each day. We are working to improve family knowledge of the work of parent groups and how the work is positively impacting the broader community. Met 08JUN2023 2023 07617546118087 Eagle Peak Montessori 6 Coming back from the pandemic shut down brought a myriad of social and emotional concerns. Through the students' communicating their thoughts and/or concerns, we made some changes to the school set up. We hired a part time counselor for students to speak to. Our students feel safe at school. There were mixed thoughts on the required masking that the school implemented. Met NA. 13JUN2023 2023 07617620000000 Oakley Union Elementary 6 From the seven elementary schools, 388 (69%) of the 5th-grade students completed the CHKS. Of these respondents, 186 (48%) identified as female, and 202 (52%) identified as male. From the two middle schools, 456 (87%) of the 7th-grade students completed the survey. Among these respondents, 196 (43%) identified as female, 231 (51%) as male, 18 (4%) as non-binary, and 11 (3%) did not specify their gender. (The gender identification in this report is based on students' responses in the CHKS, not from the district's SIS). A data summary of the Key Indicators for School Climate indicates that 248 (64%) of elementary students and 192 (42%) of middle school students feel a sense of school connectedness. Furthermore, 241 (62%) of elementary students and 223 (49%) of middle school students reported having an adult, such as teachers, who listens to them. Regarding being treated with respect, 291 (75%) of elementary students and 173 (38%) of middle school students reported having a positive experience. Regarding school safety, the data reveals that 279 (72%) of elementary students and 173 (38%) of middle school students feel secure while attending school. Elementary students were also asked about their daily experiences on their way to and from school, with 302 (78%) indicating that they feel safe. The use of social media is very common among students. We asked our students if they experience cyberbullying, and 112 (29%) of elementary students and 173 (38%) of middle school students reported experiencing some form of cyberbullying. We are committed to providing a safe and inclusive environment for all students. School safety, particularly at the middle school level, will continue to be a focus area. We will compare the data and information we have with the data we collect from the next administration of the CHKS to identify areas of growth and areas needing improvement. During the 2022-2023 school year, it was decided that beginning in 2023-2024, we will move to annual administration of the CHKS for grades 5, 6, 7, and 8. Met School Climate is one of our targeted goals within our LCAP (Local Control and Accountability Plan). We set specific goals that are tailored and adjusted in collaboration with our Educational Partners. Additionally, we closely examine the results of our CHKS (California Healthy Kids Survey) and collaborate with school sites to present the data to our educational partners. 28JUN2023 2023 07617700000000 Orinda Union Elementary 6 Orinda USD has administered climate surveys since 2009. The California Healthy Kids Survey (CHKS) is a school climate survey administered every other year. Orinda USD has selected to administer the survey annually. The CHKS was administered to 96% of 7th graders and 70% 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 22-23 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 82% felt connected to the school. 81% reported that adults were caring at school 91% shared that adults showed had high expectations of them. 80% felt they had social emotional support 7th graders report: 68% of middle schoolers felt a connection to school 66% felt they were academically motivated. 65% reported that they had caring adult relationships 75% reported that adults had high expectations of them. School Safety High numbers of OUSD students feel safe at their schools. 5th graders report: 88% reported feeling safe at school 45% shared they had been called bad names or the target of mean jokes. 35% reported they had mean rumors spread about them. 18% reported being cyberbullied. 7th graders report: 68% perceived the school as safe or very safe 37% reported experiencing harassment/bullying 41% reported having mean rumors/ lies spread about them 27% reported being cyberbullied. Social and Emotional Health OUSD students report feeling well and connected to their campuses; however, an increase in mental health challenges was seen during the 22-23 school year. 5th graders report: 16% reported frequent sadness. 7th graders report: 20% reported that they experienced social-emotional distress 17% reported experiencing feelings of chronic sadness/ hopelessness. 7% reported considering suicide Met Mental health and student well-being is an ongoing focus and an increased priority for the OUSD community. 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 addressing school culture and climate. Schools have implemented community circle protocols across the classrooms, and staff will be examining restorative practices. To help support students in reporting incidents on campus, an anonymous reporting system was implemented. Staff continues to implement Student Review Teams and Student Study Teams to evaluate support for students in need of intervention. 12JUN2023 2023 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, recent CHKS administrations in PUSD have seen more limited participation. In the wake of shelter-in-place we have witnessed some degree of survey fatigue. However, we are gearing up for stronger CHKS participation in 2023-24. Though there was limited participation in CHKS 2022-23 (2 of 8 Elementary schools had high enough participation to be included in the CHKS district scorecard; all 3 junior high schools had sufficient participation to be included; our high school was just below the rate of participation, at 45% of 9th and 44% of 11th, but does have school summary data to report; and our Continuation High School had sufficient participation for the scorecard ). Here are highlighted results, with the caveat of data limitations. School Connectedness, feeling connected most or all of the time: Elementary, 5th - 57%; JHS, 7th - 41%; HS, 9th - 46%; HS, 11th - 39%; and Continuation HS, all grades - 43%. Regarding feeling safe, most or all of the time: Elem, 5th - 56%; JHS, 7th - 37%; HS, 9th - 47%; HS, 11th - 38%; and Continuation HS, all grades - 56%. But reviewing these results and other data points, and being aware of the stressors due to COVID, re-engaging in schools, and potentially related mental health issues affecting a broad range of scholars and families, PUSD, as other districts have, has engaged in significantly increasing its attention to Social-Emotional Learning as core to scholar and family well-being and engagement, through a variety of strategies, programs and both in-person and virtual events. Further, we have an intentional focus in the district currently, with grant and district funding to strengthen and grow Community Schools strategies in PUSD. Met 28JUN2023 2023 07617960000000 West Contra Costa Unified 6 "Students in WCCUSD take the California Healthy Kids Survey in the Spring. Although still not where we want it our participation rates increased significantly to 57% of the High School population. We focus on Caring adults and Safety for this report. Caring Adults in school - Average reporting ""Pretty much true"" or ""very much true"" were as follows: 9th, 52%, 10th 51%, 11th 57%, & 12th 64%. These numbers indicate that most students feel that they have caring adults at their school which is great, but there are also large numbers of students who still do not believe that to be the case. This will continue to be an area of focus in 23-24. Students who percieve the school as very safe or safe wre as follows: 9th 43%, 10th 38%, 11th 42%, & 12th 44%. These numbers represent an improvment, but stillindicate that large numbres of students do not feel safe in our schools. This will be an area of focus for 23-24." Met 14JUN2023 2023 07617960101477 Leadership Public Schools: Richmond 6 Data: The school administered a Panorama Survey every other year. The most recent survey was conducted in 2021-2022. 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 and SPED 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 28JUN2023 2023 07617960110973 Richmond College Preparatory 6 Every year, RCP conducts a school climate survey that covers all stakeholders: students, parents, families, administrators, teachers, staff, and the Board of Directors. The annual parent survey shows RCP has received consistently high A or B ratings. Furthermore, the Student Success Team closely monitors students who are at risk of behavioral issues and offers necessary interventions for students and their families. All these stakeholders expressed appreciation for the existing services and practices. They also suggested some improvements that were taken into account while formulating the Local Control and Accountability Plan (LCAP): *Provide teachers and instructional aides opportunities to continue their professional development in cyberbullying, technology, and English Language Development (ELD) *Expand the social-emotional learning program by increasing Mindful Life services *Offer more support for English Learners by providing additional resources and training for teachers on ELD *Provide targeted interventions for students performing below grade level, including after-school programs *Continue to offer online parent participation opportunities, such as Zoom meetings, and provide training for parents on how to use technology *Implement the study trip program again Parents and the community confirmed the value and importance of the after-school program, benchmark assessment program, and positive school climate at RCP, as supported by existing professional development and Directors' roles. They want the use of technology in the classroom to receive great emphasis so that students can excel in the marketplace where technology is so dominant. Through our Mindful Life program, we conduct weekly classes dedicated to peer relationships and social-emotional development for all grade levels. Met 15JUN2023 2023 07617960126805 Richmond Charter Academy 6 Annually, the school administers an anonymous school climate survey. This year, we began using the California Healthy Kids Survey to measure school climate and culture. The survey was given to all students, families, and staff. Site leadership and Home Office staff reviewed aggregate data and discussed the results, trends, and offered ideas for improvement. At a subsequent date, this data was presented to families and students. We provided a forum for them to express their thoughts on the data and share takeaways and ideas for improvement. The data was also presented to our Board of Directors to allow for transparency and multiple avenues for engagement, support, and action planning. Overall, the survey revealed that the school culture and sense of belonging is strong. However, there are areas for improvement in relation to engagement, social activities, and connection to school staff. As a school, we understand that we must work on retaining teachers and staff so that students feel more connected to the school and know that they have continuity. Another area to continue to improve on is offering a variety of after school programs and sports. We are aiming to ensure that all students can participate in extracurricular activities by the time they go onto high school. Our goal is for everyone to feel part of a cohesive school environment and to have a safe and supportive school climate. Met 21JUN2023 2023 07617960129643 Richmond Charter Elementary-Benito Juarez 6 Annually, the school administers an anonymous school climate survey. This year, we began using the California Healthy Kids Survey to measure school climate and culture. The survey was given to all students, families, and staff. Site leadership and Home Office staff reviewed aggregate data and discussed the results, trends, and offered ideas for improvement. At a subsequent date, this data was presented to families and students. We provided a forum for them to express their thoughts on the data and share takeaways and ideas for improvement. The data was also presented to our Board of Directors to allow for transparency and multiple avenues for engagement, support, and action planning. Overall, the survey revealed that the school culture and sense of belonging is strong. However, there are areas for improvement in relation to engagement, social activities, and connection to school staff. As a school, we understand that we must work on retaining teachers and staff so that students feel more connected to the school and know that they have continuity. Another area to continue to improve on is offering a variety of after school programs and sports. We are aiming to ensure that all students can participate in extracurricular activities by the time they go onto high school. Our goal is for everyone to feel part of a cohesive school environment and to have a safe and supportive school climate. Met 21JUN2023 2023 07617960132100 Aspire Richmond Ca. College Preparatory Academy 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 07617960132118 Aspire Richmond Technology Academy 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 07617960133637 Summit Public School: Tamalpais 6 "Students responding ""agree"" or ""strongly agree"" to ""I feel emotionally safe at school"": 77% Students responding ""agree"" or ""strongly agree"" to ""I feel physically safe at school"": 85% Students responding ""agree"" or ""strongly agree"" to ""There is at least one adult at school that I trust"": 95% 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 08JUN2023 2023 07617960136903 Voices College-Bound Language Academy at West Contra Costa County 6 In the 2022-23 school year, Voices West Contra Costa administered the Panorama Post student support and environment survey. Based on that survey, 49% of students in 4th and 5th grade responded favorably to having a sense of belonging and 28% of 6th graders 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. Met 29JUN2023 2023 07618040000000 San Ramon Valley Unified 6 SRVUSD administered the Healthy Kids Survey in during spring of the 2022-2023 school year. The testing window closed in Mid May, so the 2022-2023 school data is unavailable and will shared with the school board in August. Year 2 LCAP outcome data from the 2021-2022 school year is a follows: 5th grade connectedness (In school) 81% connectedness (remote) 70% safety 89% 7th grade connectedness (In school) 69% connectedness (Remote) 57% safety 74% 9th grade connectedness (In school) 61% connectedness (Remote) 54% safety 71% 11th grade connectedness (In school) 58% connectedness (Remote) 35% safety 73% Optional Narrative - In a Social Emotional Wellbeing survey check conducted locally in Fall 2022, 82.8 % of the elementary grade students reported typical or above or well above expected wellbeing. At the secondary level, 83.9% of the middle and 83.7% of high school graders reported typical or above or well above expected wellbeing. Social Emotional Well Being is one of the pillars of the SRVUSD strategic directions. Upon analysis of local data, it is apparent that a great majority of our students reported positive wellbeing, however it is moral imperative that we ensure that 100 % of our students report typical or above/well above wellbeing. Along with all actions listed under Goal 3 in the SRVUSD LCAP (Social Emotional Well Being), SRVUSD plans to provide the following supports: Students: District Wellness Days Students: High School - Safe School Ambassadors Staff: Book studies that support well-being and encourage community building Staff: Wellness Wheel highlighting different aspects of wellness each month Community: Parent/Caregiver education series Community: Peer-Facilitated Discussion Series for Parents & Caregivers Met 23JUN2023 2023 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 April 2023. 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 to school connectedness. c. SYTS: 41% of middle school students report enjoying coming to school most of the time. (5% lower than reported by typical schools surveyed in CA) d. SYTS: 64% report feeling that most adults in the school treat students with respect. (1% higher than reported by typical schools surveyed in CA) WCSD will continue to implement a comprehensive Wellness Program in the 2023-24 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 12JUN2023 2023 07773540000000 SBE - John Henry High 6 Annually, the school administers an anonymous school climate survey. This year, we began using the California Healthy Kids Survey to measure school climate and culture. The survey was given to all students, families, and staff. Site leadership and Home Office staff reviewed aggregate data and discussed the results, trends, and offered ideas for improvement. At a subsequent date, this data was presented to families and students. We provided a forum for them to express their thoughts on the data and share takeaways and ideas for improvement. The data was also presented to our Board of Directors to allow for transparency and multiple avenues for engagement, support, and action planning. Overall, the survey revealed that the school culture and sense of belonging is strong. However, there are areas for improvement in relation to engagement, social activities, and connection to school staff. As a school, we understand that we must work on retaining teachers and staff so that students feel more connected to the school and know that they have continuity. Another area to continue to improve on is offering a variety of after school programs and sports. We are aiming to ensure that all students can participate in extracurricular activities by the time they graduate. Our goal is for everyone to feel part of a cohesive school environment and to have a safe and supportive school climate. Met 21JUN2023 2023 07773540132233 John Henry High 6 Annually, the school administers an anonymous school climate survey. This year, we began using the California Healthy Kids Survey to measure school climate and culture. The survey was given to all students, families, and staff. Site leadership and Home Office staff reviewed aggregate data and discussed the results, trends, and offered ideas for improvement. At a subsequent date, this data was presented to families and students. We provided a forum for them to express their thoughts on the data and share takeaways and ideas for improvement. The data was also presented to our Board of Directors to allow for transparency and multiple avenues for engagement, support, and action planning. Overall, the survey revealed that the school culture and sense of belonging is strong. However, there are areas for improvement in relation to engagement, social activities, and connection to school staff. As a school, we understand that we must work on retaining teachers and staff so that students feel more connected to the school and know that they have continuity. Another area to continue to improve on is offering a variety of after school programs and sports. We are aiming to ensure that all students can participate in extracurricular activities by the time they graduate. Our goal is for everyone to feel part of a cohesive school environment and to have a safe and supportive school climate. Met 21JUN2023 2023 08100820000000 Del Norte County Office of Education 6 Based on the survey results, Castle Rock has gained valuable insights into the safety perceptions of students at Castle Rock. The data shows that over 80% of students at Castle Rock do not worry about violence at the school, which is a notable area of strength for the school campus and surrounding area. Additionally, the survey indicates that an impressive 89% of students feel safe at Castle Rock, reflecting a positive safety culture within the school. These findings highlight Castle Rock's commitment to providing a secure learning environment. In response to these encouraging results, Castle Rock may consider maintaining and reinforcing existing safety measures, as well as exploring ways to further enhance the overall well-being of students. Met 29JUN2023 2023 08100820830059 Castle Rock 6 Not Met For Two or More Years 2023 08618200000000 Del Norte County Unified 6 In 2022/2023, 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 552 respondents- 65% were students and 35% were parents or community members (non-employees). Data from this survey has furthered the District’s commitment to continuing our funding of Positive Behavior Interventions and Supports (PBIS), Multiple-Tiered Systems of Support (MTSS), and Universal Design for Learning (UDL) programs. It has also informed the importance of continuing to utilize the support of Family Engagement Liaison staff to improve home-to-school communication and continue to make the effort to engage parents and family members so that they feel they are valued members of the school community. Finally, it has informed us that, as a District, we need to put greater effort into engaging parents and community members in our parent organizations and school activities. Met 29JUN2023 2023 08618200137729 Uncharted Shores Academy 6 Uncharted Shores conducts a local climate survey yearly with its students. The grade levels selected are random, and this year grades 5, 6, 7 and 8 participated. The survey itself is created with significant input from students. This years survey asked 12 questions and had 76 respondents. 85.5% of student respondents feel safe in the school environment. 93.4% of student respondents feel their classwork is reasonable and educational. 88.2% of student respondents feel like they are making academic progress. 77.6% of student respondents feel supported by and comfortable around staff. 78% of student respondents feel comfortable at school. 67% of student respondents feel their classmates are kind and safe. 77% of student respondents feel there is too much screen time in class. 64% of student respondents feel like they are treated with respect. While it is definitely a strength that a plurality of students report feeling safe, like they are making academic progress and that the schoolwork is relevant, it is also clear given other data points mentioned above, that many students also do not feel as welcome as we would like. We would like to administer more than one survey this year to help us drill down on and better understand some of the weaker spots indicated in our climate survey. Specifically, we would like to better understand the responses regarding screen time, respect, and feeling comfortable around school staff. It is our intention to use this data to develop a plan to create a continuously better school environment. Met 20JUN2023 2023 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 20JUN2023 2023 09100900123521 Charter Alternative Program (CAP) 6 "We have made it an ongoing priority to continuously improve school culture, which benefits all students, and remains a key performance indicator for us. The program maintains very high ratings from 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. Our Spring, 2022 survey demonstrates the following: •80% of students indicated ""I believe my teachers care about me."" •78% of students indicated ""I feel safe at school."" •69% of students indicated ""School rules are enforced consistently at my school."" •67% of students indicated ""My school is clean and well maintained."" •82% of students indicated ""When I have a problem, I know how to get help.""" Met 20JUN2023 2023 09100900136036 John Adams Academy - El Dorado Hills 6 The Academy has always demonstrated high levels of satisfaction through surveys, meetings, and virtual meetings of groups indicated a continued satisfaction during this LCAP cycle. In the April LCAP Family Survey, 22% family participation and of those 75% of JAA families that participated in the survey rated overall satisfaction. The Academy continues to receive positive feedback from partners who regularly engage with our model. A consistent theme from our LCAP partner feedback received this year was a desire to further increase proficiency and achievement of all scholars. Teachers noted how our professional development opportunities have increased (conferences, Junto's, our Quill, curriculum pages, etc.), and scholars noted how teachers seem to have improved as they have spent more time in our model (even noting that their middle school siblings are having a better academic experience then they did when they were in middle school). Parents also noted that scholars would come home and discuss how their teachers were excited based on what they learned at conferences. Our partners indicate they are part of a positive, learning culture here at our school that promotes a love of learning classically, further supporting our goals. Continuing to provide professional development opportunities are a desire amongst our staff as we move forward as well. In response to the input received by our educational partner meetings, the Academy is committed to ensuring we are meeting our LCAP goals and actively pursuing our action steps. One area that was highlighted by multiple parent groups was a desire for further engagement with parents in our academic model. In our ELAC committee meeting, partners discussed finding ways to help all parents better assimilate into the JAA culture, especially new families. One idea to address this is to have new parents engage in our Junto-style professional development seminars, where we can help our families grown in understanding and implementing our model with their scholars. This focus will help us in further meeting Goals 1 and 2. The Academy, with the influence of all of its partners, will focus on achieving modest but significant goals in Mathematics and English Language Arts. At a time when learning loss for much of California’s children is evident, the Academy is continuing its focus on our academics. This focus can be found in Goal 1, which targets our achievement. In accordance with teacher desire to grow in the classical model, John Adams Academy will use mentor teachers who have been given the specific duty to train, guide, and support teaching staff. In addition, professional development opportunities will be made available to teachers throughout the school year in order to improve their craft. This emphasis on teacher development led to the creation of Goal 3 of the 2021-24 LCAP. Based on partner feedback and strong fidelity to its mission, the Academy is continuing to focus on the goals of fortifying its culture Met 15JUN2023 2023 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 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. Our Spring, 2022 survey demonstrates the following: Charter University Prep •96% of students indicated ""I believe my teachers care about me."" •85% of students indicated ""I feel safe at school."" •65% of students indicated ""The school Rules are enforced consistently at my school."" •64% of students indicated ""My school is clean and well maintained."" •85% of students indicated ""When I have a problem, I know how to get help."" Charter Connections Academy •75% of students indicated ""I believe my teachers care about me."" •72% of students indicated ""I feel safe at school."" •62% of students indicated ""The school Rules are enforced consistently at my school."" •62% of students indicated ""My school is clean and well maintained."" •87% of students indicated ""When I have a problem, I know how to get help."" College and Career Prep •83% of students indicated ""I believe my teachers care about me."" •88% of students indicated ""I feel safe at school."" •78% of students indicated ""The school Rules are enforced consistently at my school."" •91% of students indicated ""My school is clean and well maintained."" •93% of students indicated ""When I have a problem, I know how to get help.""" Met 20JUN2023 2023 09100900930131 Rite of Passage 6 The School Climate Survey was conducted twice, in August 2022 and March 2023, at two school sites. The survey, which is separate from the Healthy Kids Survey, addressed various aspects related to school climate. The data was not disaggregated due to the small sample size (less than 20 students). March 2023 Survey Results: 100% of students feel welcome in school. 78% of students feel they need to work hard to succeed. 85% of students feel the school provides guidance on graduation requirements. 71% of students find their classes engaging. 35% of students admit to giving up when work gets difficult. 100% of students feel safe in school. 64% of students get bored in school. 65% of students desire more hands-on activities. 71% of students understand their assignments. 64% of students find classrooms comfortable and clean. 92% of students can ask questions without embarrassment. 65% of students want more elective/CTE options. 100% of students believe discipline is fair. 57% of students learn something new daily. 35% of students feel library access is adequate. 35% of students believe they receive sufficient help from teachers. August 2022 Survey Results: 60% of students feel welcome in school. 100% of students feel they need to work hard to succeed. 55% of students feel the school provides guidance on graduation requirements. 60% of students find their classes engaging. 90% of students admit to giving up when work gets difficult. 60% of students feel safe in school. 80% of students get bored in school. 100% of students desire more hands-on activities. 50% of students understand their assignments. 30% of students find classrooms comfortable and clean. 80% of students can ask questions without embarrassment. 100% of students want more elective/CTE options. 80% of students believe discipline is fair. In response to the August 2022 results, efforts were made to enhance student engagement through more classroom discussions and activities that offer choice and participation opportunities. Staff and ROP representatives discussed student engagement in different classrooms. Sierra Ridge faced staffing challenges in 2022, affecting classroom management and engagement, which was addressed for the 2022/2023 school year. The March 2023 survey shows improvement in most areas, but efforts are ongoing to capture student interest and provide more CTE options, including a new culinary program. Three additional questions were added in 2023 to assess daily learning, access to literary sources, and teacher support. A follow-up survey will be conducted after July 2023 to measure further progress. Overall, the data indicates 80% of students feel that discipline in school is equal for all students. In response to the results from 8/22, efforts were 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 Met 20JUN2023 2023 09618380000000 Buckeye Union Elementary 6 The results of the 5th and 7th Grade Climate Survey may be found at this link: https://docs.google.com/document/d/1aj9PVf0KVf8lmCR8jWzkUiiHAZ03JKTtb7R-tn4P3l4/edit?usp=sharing. The results suggest that the overwhelming majority of students feel safe and well connected at school. In recent years, the District/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 28JUN2023 2023 09618380107227 Charter Montessori Valley View Campus 6 The results of the 5th and 7th Grade Climate Survey may be found at this link: https://docs.google.com/document/d/1_fWsSyCelRtAmYdMtx1i2j_NJQjwJq2SYcZc_0wlEKo. The results suggest that the overwhelming majority of students feel safe and well connected at school. 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 28JUN2023 2023 09618380111724 California Montessori Project-Shingle Springs Campus 6 CMP provided a mid-year Positive Behavior Intervention and Support survey elementary and secondary students, staff, and teachers in 2022/23. We plan to offer a fall and a spring survey moving forward to measure change over the course of the school year. The top three areas of strength identified by the Elementary students were: 1) There is an adult available to help me 2) The adults at school treat me with respect 3) I get along well with others The top three areas for growth identified by the Elementary students were: 1) Students behave so teachers can teach 2) Students treat each other well 3) Good behavior is noticed The top three areas of strength identified by the Secondary students were: 1) There is an adult available to help me 2) The adults at school treat me with respect 3) I feel safe The top three areas for growth identified by the Secondary students were: 1) Students behave so teachers can teach 2) Good behavior is noticed 3) There are high standards for achievement In 2022/23, CMP focused time and attention on fully re-starting its PBIS work after several years of dormancy due to the pandemic. Providing the surveys and several Tiered Fidelity Inventories (TFI) were helpful in establishing a new baseline and understanding the current state of PBIS implementation across campuses. To address some of the areas for growth identified in the survey CMP plans to restart its partnership with Placer County Office of Education for PBIS implementation and training, adopt SWISS to have stronger data analysis for behavior intervention, update our Tier 1 and Tier 2 PBIS teams, train staff on updated discipline flowcharts, and bring PLCs together to train on Positive Discipline in the Montessori Classroom. Met 12JUN2023 2023 09618380129965 Rising Sun Montessori 6 Annually, both teachers and parents of students in all grade levels are provided a school climate survey. The survey has both rating scales as well as opportunities for written feedback. School leadership shares the results of the survey with our board of directors, parents and staff. The staff survey is a work culture and climate survey and also provides rating scales as well as opportunities for written responses for specific input into the future of the school. These surveys provide school leadership and stakeholders with a well-rounded interpretation of parent and other stakeholder perspectives on key areas related to climate, culture, academic rigor, preparation for next level learning, motivation and the degree to which the school is identifying areas of growth in each child. Survey results are used to inform decisions as they relate to staffing, courses of study, enrichment opportunities, athletics, electives and clubs. Rising Sun has made several changes over the years as a result of these annual surveys and we feel that our school is still a work in progress. Met Rising Sun has had very strong feedback from parents regarding their students experiences at Rising Sun. This information comes to us formally and quantifiably through our annual parent surveys which are distributed to all grade levels annually, as well as from our alumni who have gone on to high school, on the basis of comparison of our school's climate vs. their new high schools. 06JUN2023 2023 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 that the students looked forward to school each day and their teacher was engaging, connected with the family, and provided academic support to the student. Students shared how they 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 08JUN2023 2023 09618380137919 Buckeye Union Mandarin Immersion Charter 6 The results of the 5th-grade climate survey can be found at this link: https://docs.google.com/document/d/1Bk4kVndjno377WuF_nvhVk0r6kaJxEWH2Bq6f969icA/edit?usp=sharing. The results suggest that the overwhelming majority of students feel safe and well connected at school. The Charter will continue to address 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. Met 28JUN2023 2023 09618380139006 Cottonwood 6 The Cottonwood School recognizes the importance of school climate and is actively working to create a safe and peaceful learning environment for all students. By ensuring that every child feels respected and cared for, you are fostering an atmosphere where students can thrive and succeed. Engaging in meaningful discussions with parents at parent advisory meetings and ELAC/DELAC meetings is an excellent way to involve the entire school community in shaping and maintaining a positive school climate. These meetings provide a platform for parents to share their perspectives, concerns, and ideas, allowing for open dialogue and collaboration between parents and school staff. By gathering feedback from parents, students, and staff, you can gain valuable insights into the current state of the school climate and make informed decisions about strategies and initiatives to enhance it further. By prioritizing these discussions and involving parents in the process, The Cottonwood School can effectively support the holistic development and success of all students. Met 20JUN2023 2023 09618460000000 Camino Union Elementary 6 The Camino Union School District annually administers the California Healthy Kids Survey to all students in grades 5th and 7th. An LCAP survey is given to all families and staff. The results of the surveys are shared with the Camino Union School District Board of Trustees and the LCAP Parent Advisory Team (Site Council) each year. The results are also shared with staff members. 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 - is mostly reported to be an area of strength, but any concerns are due to lack of staff and funding to continue various VAPA programs. Meaningful Participation - parents feel that they are included in the school, and students want to be included as much as possible. 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 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 20JUN2023 2023 09618460123125 Camino Polytechnic 6 The Camino Union School District annually administers the California Healthy Kids Survey to all students in grades 5th and 7th. An LCAP survey is given to all families and staff. The results of the surveys are shared with the Camino Union School District Board of Trustees and the LCAP Parent Advisory Team (Site Council) each year. The results are also shared with staff members. 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 - is mostly reported to be an area of strength, but any concerns are due to lack of staff and funding to continue various VAPA programs. Meaningful Participation - parents feel that they are included in the school, and students want to be included as much as possible. 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 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 20JUN2023 2023 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 significant increase in suspension rates for all students as well as the following subgroups: Low SES and English Learners. - Chronic absenteeism for all students and subgroups rose significantly. Of particular note: All students’ chronic absenteeism more than doubled from pre-pandemic levels, Low SES, ELL and students with disabilities saw significant rises in chronic absenteeism with students with disabilities showing more than a 100% increase. - A slight (3%) increase in overall school connectedness - A 7% increase in caring adult relationships - Increase in perceived school safety of approximately 3% - Meaningful participation improved slightly but was still down from pre-pandemic levels - Students experiencing chronic sadness and considering suicide were relatively 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 continues to work 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. The Deans of Students, whose primary role is early intervention with students experiencing behavioral challenges, have been working diligently to develop programs to reduce disciplinary recidivism as well as closely analyze the protocols by which consequences for behavioral infractions are used as opposed to a positive behavioral supports model. As a part of the responsibilities for these positions, the Dean of Students work closely with Wellness Center staff to develop wrap-around services for students returning from suspension or experiencing chronic behavior or attendance issues. Met 13JUN2023 2023 09618530930214 Pacific Crest Academy 6 The California Healthy Kids survey was given to 9th and 11th grade students in the fall of 2022. 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. There was also a large increase in students stating that they feel like they are a part of this school. The most prevalent area of concern continues to be the number of students reporting feelings of chronic sadness and hopelessness. We did recognize that this could be on the rise due to the COVID-19 pandemic. Students were isolated more than ever before and this has shown its effects on mental health and emotional wellbeing. 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 have implemented an SEL curriculum into classes utilizing Capturing Kids Hearts. We believe this will continue to build connections among students and staff and help students attend school more to seek out the social connections. Met 23JUN2023 2023 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 following the pandemic years in the middle school. This is an area of focus as teachers are working on student engagement strategies and is a focus in the LCAP. The number of students reporting being bullied or made fun of has decreased, an area of concern is the number of students who report that other students do not try to stop bullying when they see it happening. This will be an area of focus. An area the district focused on in 2022-2023 year was supporting students feeling sad. Student surveys indicated that a growing number of students reported that they felt ""sad or hopeless almost every day for two or more weeks"". This number has increased since the school closures during the pandemic. As a result of the data, the district made counseling services a priority in the LCAP. In the 2022-2023 school year, the district contracted with an outside agency to provide additional counseling support in addition to the regular school counselor. In addition, the time for the school psychologist was increased from part-time to full-time. On the most recent Healthy Kids Survey administered in 2022-2023, the number of students who responded that they felt sad or hopeless decreased; however, the number is still a concern. As a result, the district will continue to place an increased emphasis on counseling, social-emotional learning and trauma informed practices." Met 20JUN2023 2023 09618870000000 Gold Trail Union Elementary 6 "We use multiple measures to determine the climate of each site and the district as a whole. At the TK-3 grade site (Sutter's Mill) surveying parents is one way to collect data. We use teacher circles to get staff input along with surveys. For student input, we have teacher-led student circles. We pull discipline data as well as PBIS data. For grades 5-8 the CAHKS was provided in 2022-2023. The data that came back from parents was difficult to utilize as the percentage of responses was so low (under 30%). However, the student feedback was helpful. We will continue to work on the perception of ""bullying"", both in defining that to students vs. other behaviors and in responding to it. We used student feedback to change the schedules for this year: for 2023-2024 the 4th and 5th grade classes will be isolated from the junior high school students in grades 6-8. 6th graders felt limited in their self-contained classes and we have moved the 6th graders into the junior high school model. We have upgraded all of the surveillance cameras around campus to help establish a safety net for students against ""bullying"". We have worked with the transportation department on establishing safe busing. We have completed our first full year of implementation of PBIS on both campuses with a very positive response from both students and families. CAHKS has provided information that our students feel safe on campus. We will continue to work on supporting all students in feeling like there is at minimum one adult that they can relate to/go to for concerns they are having." Met Prior to 2022, there was no clear system of expectations on campus. Although rules were in the student handbooks, they were not reviewed and practiced. With PBIS implementation, both sites have clear expectations (as noted from CAHKS - there is an improvement) and students practice expectations. There are expectation posters all around campus. All staff are involved in positively recognizing when students are following the expectations. Both the PTO and the district provide support of the PBIS program. 14JUN2023 2023 09618950000000 Indian Diggings Elementary 6 In the spring of 2023 surveys in school climate were completed showing the following over all satisfaction rates: Parents - 97.4%, Staff - 98.2%, Students - 79%. 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: 88% Chronic absenteeism: 22%, (Four students) Middle school drop outs: 0 Pupil suspension days: 0 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 15JUN2023 2023 09619030000000 Lake Tahoe Unified 6 LTUSD administers the California Healthy Kids Survey (CHKS) to grades 5, 7, 9, and 11 biannually. The following analysis reflects 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) - 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 Wellness Centers at South Tahoe High School, South Tahoe Middle School, and Bijou Community School - Continue local agency partnerships focusing on student social-emotional, mental, and behavioral health Met 22JUN2023 2023 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, 90.2% of respondents indicated that they agree or strongly agree and 90.3% 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, 96.8% of respondents reported that their child feels safe at school. Results from the parent survey also indicated that school-community relationships are a strength. 95.1 % of parents reported that they receive support from the school when needed and 92.7% feel that the school views parents as partners in the educational process. 95.2% of parents believe that school staff shows respect for students and parents and 95.2% of parents found the office staff to be helpful. Finally, 92% of parents reported that their child enjoys going to school and 98.3% of those surveyed feel that our schools are welcoming and inclusive. When it comes to areas for improvement, campus security at Miller’s Hill surveyed a bit lower, with 82% of respondents indicating that they strongly agree or agree that the campus is “safe and secure”. Open ended comments revealed that some feel a fence around the campus would be beneficial. Another relative low spot on the survey was regarding the school district website. Only 62.3% found it user friendly or very user friendly. An analysis of our website may be conducted by our district technology committee. By comparison, 92% found district office communication via ParentSquare to be useful or very useful and that rate was slightly higher, at 93.7%, when asked about the usefulness of teacher communication through ParentSquare. Of the students who participated in this year’s survey, 90% reported that their teachers and other adults at school cared about them. 94.4% of students reported that teachers have high academic standards and 94.3% of students shared that teachers give enough help so that everyone can learn, even when things are difficult or challenging. 88.6% of students said that the adults have built a positive learning environment and 89.7% of teachers promote tolerance and acceptance. There were no reports of drugs or alcohol, but 1% (one student) reported some tobacco/vaping use. It was also concerning to see that only 78.2% of students report that they come to school rested and alert and only 60.2% reported that they are excited to learn. However, we have seen improvement in these areas. In 2022, only 55% reported that they come to school rested and only 35.3% were excited to learn. Finally, while approximately 80% of students reported that their peers are respectful to staff, 70.5% of students indicated that they are respectful to other students. Met 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? Disaggregated results from our LCAP Surveys indicated that most parents and students are quite satisfied and appreciative of the work our schools are doing. Our efforts, as they pertain to communication, academic rigor, and safety should continue. However, areas for improvement may exist, especially when it comes to enrichment activities, including foreign language, field trips, and extracurricular athletics. 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? After a careful review of the LCAP Survey data, the district will prioritize and provide funding for academic field trips to support the learning process. . The district intendeds to develop a field trip “scope and sequence” to ensure that all students are provided with similar opportunities to improve their understanding through such trips. The district will also look to bring in afterschool enrichment classes to focus on topics including foreign language, science, and art. 20JUN2023 2023 09619290000000 Mother Lode Union Elementary 6 Mother Lode Union School District annually surveys students in grades 5-8 (CA Healthy Kids Survey), and local surveys for grades 3-4 and staff. Over all the majority of our students have a positive relationship with the staff. Majority of students feel that they are treated fairly by school staff. In terms of behavior, students did not feel that good behavior was recognized enough. In response to this metric, the district has implemented numerous initiative, including Capturing Kids Hearts and PBIS. Met 26JUN2023 2023 09619450000000 Pioneer Union 6 67 students in 6th-8th grade students completed the Spring 2022 Student Climate Survey 2023 Local Performance Indicator Self-Reflection for Pioneer Union School District Page 11 of 12 Students agree or strongly agree that school is a supportive environment: 72% Students agree that school is safe or very safe: 70% Adults at school have high expectations of students: 89% Students have opportunities for meaningful participation in school: 64% 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 Listen and Leap team and Student Council will work with the counselor and outreach coordinator to create an active and engaged student council/leadership group that meets regularly and represents students from 6th-8th grade. Met 14JUN2023 2023 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 11JUN2023 2023 09619600000000 Pollock Pines Elementary 6 The district administered the California Healthy Kids Survey to its 5th and 7th graders. Some strengths reflected in this data is the majority students feel connected to at least one adult on campus. In addition, over 75% of students report that adults at school have high expectations for students. In regards to areas of growth, 5th and 7th grade students indicated concerning percentages in the following areas: meaningful participation (42% 5th grade; 22% 7th grade); social emotional health concerns (21% of 5th graders and 50% of 7th graders report experiencing chronic sadness or hopelessness; perception of school safety (between 55-65% of 5th graders report instances of name calling, being hit or pushed or cyberbullying, while 48% of 7th graders have experienced bullying. From this data the district will continue to fund the wellness center program to address social and emotional needs of its students. School based data indicated that over 25% of students took advantage of wellness center services in its first year of implementation. To further address the social emotional needs of students, the district will expand the Second Step SEL curriculum to the middle school. In regards to meaningful school participation, the district will continue offering the multiple extra curricular activities traditionally held in the district including sports, clubs, and music. To add, the district will implement an after school enrichment program throughout the year to encourage another opportunity of meaningful engagement at school. Met 14JUN2023 2023 09619780000000 Rescue Union Elementary 6 "Positive school climate is a source of pride for the Rescue Union School District. Teachers, support staff, administrators, and the students themselves go to great lengths to ensure that children feel safe and connected to their school. Results from the 2022-2023 California Healthy Kids Survey, administered to fifth and seventh graders at all schools, indicate that 80% of elementary students and 68% of middle school students feel connected to their school most or all of the time. 82% of elementary students reported feeling safe at school most or all of the time and only 69% of middle school students reported that they feel safe or very safe. The California School Dashboard has been recalibrated to present baseline data for the state and local indicators since it has been suspended since 2019. The baseline state indicator for suspension is listed as medium for the ""all students"" category. However, our suspension data is much lower than the state average. Chronic Absenteeism percentages while improving from the previous year are an area where improvement is needed. To address suspension rates, discussions are being held with our Multi-Tiered System of Support Coordinator, school site principals and teachers to develop better alternatives to suspension. Restorative Practices training and associated school-based programs have been implemented at all schools to promote alternatives to suspension. The district is implementing Positive Behavioral Interventions and Supports at all seven schools, and a behaviorist and supporting team of paraeducators have been hired to work directly with students who may be engaged in behaviors that could lead to suspension. Social Emotional Learning and Trauma Informed Practices continue to be a focus this year to help school personnel better understand students' emotional states and provide appropriate responses. Full-time Counselors have been hired at all elementary sites as well as Additional Psychologists and Behaviorists have been hired to support students as well. To further lower our chronic absenteeism rate, the district is closely monitoring absences for all students and using various means to reach out to families who have students with excessive absences. Outreach programs include in person meetings with administrators, phone conferences with principals and secretaries, letters mailed to families, and partnerships with the El Dorado County Office of Education. To further support our socioeconomically disadvantaged students and students with disabilities, the Rescue Union School District is utilizing LCFF base and supplemental funds to address the academic achievement gaps for all students, including English learners, Socioeconomically Disadvantaged students, Homeless/McKinney Vento Students, and Students with Disabilities. Intervention funds are allocated to each of our seven schools to support academic and social emotional learning programs for students who need them." Met 27JUN2023 2023 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 15JUN2023 2023 09737830000000 Black Oak Mine Unified 6 School Connectedness and Attendance The 23-24 LCAP Goal 3 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 progressed 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 Survey. Students in grades 6 through 12 are surveyed on the following measures which serve to identify key learnings, challenges and revisions to improve school climate. 1.The percentage of the cohort of students reporting school connectedness will increase by 5% annually until it reaches 70% overall. 2.The percentage of the cohort of students reporting that school is perceived as safe will increase by 5% annually until it reaches 65% in 7th and 8th grades. 3. The percentage of the cohort of students reporting academic motivation in 8th grade will increase by 5% annually until it reaches 70% . 4. The percentage of the cohort of students reporting social and emotional learning supports will increase by 5% annually until it reaches 65% overall in 6th grade. The 22/23 data revealed : School Safety made a decrease the gains showing a lower perecentage of students felt safe moving from 50% of those surveyed to 42% in grades 7/8th; however and increase from 35% to 46% in grades 9-12 with similar gains in Connectedness and Emotional Supports. The percentage of students reporting academic motivation decreased from 62% to 52% this year. BOMUSD recognizes that connectedness direcly relates to absenteeism and our efforts to expand SEL, our Family and Schools Collaborative support, PBIS and counseling are having a positive effect despite the challenge of the pandemic. This year's LCAP expands the actions and goals of the prior years in the hope of continuing this positive trend. Met 22JUN2023 2023 09737830121566 American River Charter 6 "We are a ""dependent"" charter of the Black Oak Mine USD. BOMUSD conducts the healthy kids survey for all district schools and aggregates the results for usage in their formulation of the district LCAP and participation in various programs. For this information--please refer to the BOMUSD report." Met 22JUN2023 2023 10101080000000 Fresno County Office of Education 6 The LEA administered the California Healthy Kids Survey (CHKS) for grades 7-12 in the spring of 2023; 129 students participated. The CHKS captured climate data regarding school safety and connectedness. Data indicates a need to create more positive, safe, supportive and engaging environments. The schools have a need to promote positive academic, social, and emotional outcomes through caring adult relationships, high expectations, and opportunities for meaningful participation. 52% of students reported there is a teacher/staff who cares about them as gauged by: adults notice when I am not there and adults listen to me when I have something to say. 62% of students reported adults in the school have high expectations of me as gauged by: there is a teacher or other adult in the school 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. 39% reported a sense of school connectedness as gauged by: 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, and I feel safe in my school. 48% of students reported feeling safe in school. However, 39% felt neither safe or unsafe due to reported reasons of rumors or lies spread about them; sexual jokes, comments, or gestures; and ridiculed or insulted, including through social media; and 15% reported having been in a physical altercation in the past 12 months. 35% reported chronic sad or hopeless feelings and 15% considered suicide; 25% reported use of alcohol/drugs in the past 30 days. Truancy is relevant: 16% of students reported absence several times each month; 14% reported being sleep-deprived. 30% reported parent involvement as gauged by: my teachers communicate with my parents about what I am expected to learn in class, my parents are welcome to participate at this school, and my parents' concerns are taken seriously. Local surveys included more favorable results as 74% reported a positive school climate, 83% reported a sense of school connectedness, and 72% reported a sense of safety. The LEA will provide professional learning in social emotional, trauma-informed, and culturally responsive teaching. The LEA will partner with collaborative agencies and staff for tiered levels of support with students and families. The LEA will implement and monitor safety measures and obtain feedback from parents and students to further examine perceived safety via follow-up sessions, focus groups or listening circles. Counseling and mentoring services will continue to support students and equip staff in meeting the needs of 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 to welcome parent input. The LEA will also continue to collaborate with parent outreach services to facilitate increased family and community engagement. Met 15JUN2023 2023 10101080109991 Crescent View West Public Charter 6 In the spring of 2023, 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% students 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. During the school year, 99% staff reported that they felt safe, and 100% staff 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 01JUN2023 2023 10101080111682 Hume Lake Charter 6 "In a recent survey, conducted in March 2023, parents, teachers, and students reported on key issues involving the school. Of the 23 surveys sent out to the 1st – 6th grade students, 21 reported back. Of the 27 surveys sent out to 7th – 12th grade students, 25 reported back. Of the 53 surveys sent out to parents, 24 reported back. Of the 12 surveys sent out to the teachers and instructional staff, 9 reported back. The results of each survey were shared with and approved by the local governing board during a regularly scheduled meeting on March 20, 2023. 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 surveyed, had only students, so the students were grouped by 1st – 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."" 21 out of 21 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."" 21 out of 21 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.” 22 out of 25 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."" 24 out of 25 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."" 19 out of the 25 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. The third is the need for a more robust professional development program, and the master calendar and bell schedules have been adjusted to provide more time for teachers to engage in this pursuit." Met 19JUN2023 2023 10101080119628 Big Picture Educational Academy 6 DATA: 2022-23 Fall: DATA by grade span: K-5: Basic Needs 3.65 Belonging 3.40 Self Efficacy 3.64 Rigor 3.73 Hope 3.95 6-8: Basic Needs 3.35 Belonging 3.39 Self Efficacy 3.52 Rigor 3.69 Hope 3.57 9-12: Basic Needs 3.57 Belonging 3.50 Self Efficacy 3.78 Rigor 3.68 Hope 3.77 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 show the most need in their sense of belonging and basic needs, which is developmentally appropriate, however the staff will focus on this area to ensure the students know they belong. They do believe the work is rigorous, and they have a strong sense of hope. 9-12: Our high school students feel relatively certain that their basic needs will be met. It is concerning that 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. We will continue working to strengthen their academic environment so that they feel encouraged and supported to do quality work. 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”. We will continue working to strengthen their academic environment so that they feel encouraged and supported to do quality work. 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 continue to increase participation in our LTI program to greater than 80%, 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 29JUN2023 2023 10101080127514 Kepler Neighborhood 6 Local Climate Survey Summary With respect to school climate and culture, student and family survey data also showed some encouraging bright spots. Parent Survey Results: 97% have and use the REMIND application for communication from the school. 57.6% feel informed about the activities and events happening at the school. 87.8% feel the staff at Kepler prioritize the health and physical safety of their child. 84.8% feel that Kepler administrators address fighting, physical aggression, and serious behavior in a timely manner. 9.1% attended a Parent Advisory Committee meeting this year 88.5% attended Parent/Teacher conferences. 81.8% of parents have a good understanding of where their child is academically. 75.8% are satisfied with the educational program at Kepler. 87.8% feel their child is improving academically. Staff Survey Results: 74% feel supported and included at Kepler. 60% feel like the administration supports them. 52% feel emotionally supported at Kepler. 100% of staff who serve on a committee feel it has been active. 100% feel the committee is contributing to the school’s vision and mission. 68% feel supported this year through Professional Development. 74% feel their opinion is valued at Kepler. Student Survey Results (grades 3-8): 90.6% feel that teachers and staff take care of their safety at school. 84% feel safe inside their classroom. 70.8% feel safe on the playground. 82.1% feel safe in the cafeteria. 59.4% do not feel they have experienced continued harassment, threat, or intimidation from someone in a position of power. 59.3% have experienced bullying, reported the bullying event to a teacher, staff member, or administrator. 84.9% feel that Kepler focused on positive attendance for all students. 80.2% feel that Kepler teachers, staff members, or administrators make them feel cared about. 70.8% feel they have a teacher, staff member, or administrator that they can discuss problems they might be having at school or at home. 43.4% play a sport at Kepler. 50.9% attend the after-school program. Met 21JUN2023 2023 10101080136291 Career Technical Education Charter 6 As part of a comprehensive needs assessment, a local climate survey was taken by CTEC students (grades 9-12) in the spring of 2023 using a variety of questions to assess students' understanding of CTEC's program supports, sense of site safety, sense of school connectedness, CTE opportunities, culture, and satisfaction with the academic program. The data identifies that students have a belief that CTEC encourages academic success and provides the resources for students to be successful. 97% of students surveyed believe CTEC staff encourage them to do their best academically, and 91% believe that their teachers believe that they can be successful. 94% believe that CTEC provides multiple opportunities to be successful in class. CTEC's academic program was developed with the idea of creating relevant connections between their academic core courses and industry skills. 91% of students surveyed believe they do interesting activities, and 78% believe they do things that make a difference to their school and community. While 91% of students surveyed reported feeling safe at school, survey results also indicated areas for school climate improvement. Developing a culture where students respect and care for their peers is core to CTEC culture, and the identified data suggests the importance of focusing on developing structures to support positive peer engagement. CTEC will work towards improvement in this area by providing staffing to implement a school-wide advisory program that focuses on academic and social-emotional support for students. (LCAP Goal 2.1). Additionally, CTEC will partner with All 4 Youth to provide integrated mental health services, additional staff to support student connectedness, and to provide social-emotional resources. These supports will provide counseling, mentoring, connection with a caring adult, and peer-group activities. (LCAP Goal 4.3) Met 26JUN2023 2023 10101080140186 Clovis Global Academy 6 "CGA administered an Annual Parent Satisfaction Survey to families and to students in second and third grades, in the 2022-23 year to monitor students' sense of connectedness, excitement for learning, and relationships with staff and classmates. Based on our 22-23 Parent Satisfaction Survey: - 99% of the parents who responded ""like CGA"". ( 81% - Like it a Great Deal). - According to the parents, 99% of the students ""like CGA"". (over 89% Like it a Great Deal). - 82% of the students have extremely or very strong relationships with their teachers. - 89% of the respondents felt that CGA considers the individual needs of their students extremely or very well. Based on our student survey (2nd and 3rd graders) When asked, “How excited are you about going to school?”, 95% of the students rated 3 or higher on a scale of 1 to 5; 1 being not at all excited, and 5 being extremely excited. When asked, “How connected do you feel to this teacher?”, 84% of the students rated 4 or higher on a scale of 1 to 5; 1 being not at all connected, and 5 being extremely connected. When asked, “How much respect do your classmates show you?”, 90% of the students rated 3 or higher on a scale of 1 to 5; 1 being no respect at all, and 5 being a lot of respect. 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. We created more open spaces in our current facility for recreation and physical activity. STEM based learning and art were added to the after-school program. We are exploring ways to incorporate music and sports into our after school program." Met 21JUN2023 2023 10101086085112 Edison-Bethune Charter Academy 6 DATA: We administered the Campus Survey and the summary of key indicators related to our LCAP goals 1 - Maximizing Achievement for all students, 2 - Providing a collaborative environment with strong parent engagement for all students, 3 - Providing a safe and healthy environment for social, emotional and academic success, and 4 - Ensuring English Learners excel in English Language Acquisition and access to English Language development instruction. The results of the following groups were as follows: Overall (Including all Groups): 80.63% Positive, 14.53% Neutral, and 5% Negative overall. Overall Results by Goal - Goal 1 - 85% Positive, 12.5% Neutral, and 2.5% Negative, Goal 2 - 82.5% Positive, 10% Neutral, and 7.5% Negative, Goal 3 - 80% Positive, 15% Neutral, and 5% Negative, and Goal 4 - 75% Positive, 20% Neutral, and 5% Negative. Results for Parents by Goal: 1- 100% Positive. Goal 2 - 90% and 5% Negative overall. Staff Overall Results: 75.83% Positive, 19.17% Neutral, and 5% Negative overall. Goal 1 - 80% Positive, 16.67% Neutral, and 3.33% Negative, Goal 2 - 80% Positive, 13.33% Neutral, and 6.67% Negative, Goal 3 - 76.67% Positive, 20% Neutral, and 3.33% Negative, and Goal 4 - 66.67% Positive, 26.67% Neutral, and 6.67% Negative. We feel this is a good reflection of our staff and parent population, and an opportunity to receive feedback from our educational partners in order 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 staff and parents shows positive feedback. Challenges: Discipline/behavior and Attendance, and English Language services. Barriers: None USE: EBCA will be looking to add an additional teaching position to be an Alternative to Suspension, as well as implementing Positive Discipline procedures. All other feedback provided will be taken into consideration for planning purposes, overall we feel like the plan we have has received positive results. Met 15JUN2023 2023 10619940000000 Alvina Elementary 6 The Alvina Elementary Charter School District gathered data through its annual survey during the 2022-2023 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 higher than expected results. 91% of students in the elementary grades and 100% of students in the middle school grades 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?” also resulted in higher scores than the prior year the survey was completed. 95% of students in the elementary grades and 100% of students in the middle school indicated they feel safe at school. These results were consistent among all subgroups. In reviewing the written responses, it was determined that the increase in percentages from the prior year are a result of the heavy involvement of instructional staff, as well as special education staff among students with a strong focus on supporting the emotional well-being of students while providing additional supports in mental health. The district understood the importance of placing mental health on the forefront coming out of the pandemic. With the help of the special education staff, instructional staff were trained in the observance of mental health struggles among students. Students were quickly identified if they needed support and were provided the appropriate resources necessary. The All4Youth program also played a supportive role alongside our special education team. In addition, 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. 98% of students in the elementary grades and 98% of students in the middle school grades indicated teachers and other adults believe in them and provide support. Also, 92% of students in the elementary grades and 86% of students in the middle school feel they are involved in helping solve school problems. This increase demonstrates the continued focus in giving students a voice and providing opportunities to be involved on campus. Areas such as student council, eighth grade student store, snack bar assistance, middle school dance prep, etc. involve students beyond the academics of the classroom truly making them feel rooted. Met 15JUN2023 2023 10619946005730 Alvina Elementary Charter 6 The Alvina Elementary Charter School District gathered data through its annual survey during the 2022-2023 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 higher than expected results. 91% of students in the elementary grades and 100% of students in the middle school grades 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?” also resulted in higher scores than the prior year the survey was completed. 95% of students in the elementary grades and 100% of students in the middle school indicated they feel safe at school. These results were consistent among all subgroups. In reviewing the written responses, it was determined that the increase in percentages from the prior year are a result of the heavy involvement of instructional staff, as well as special education staff among students with a strong focus on supporting the emotional well-being of students while providing additional supports in mental health. The district understood the importance of placing mental health on the forefront coming out of the pandemic. With the help of the special education staff, instructional staff were trained in the observance of mental health struggles among students. Students were quickly identified if they needed support and were provided the appropriate resources necessary. The All4Youth program also played a supportive role alongside our special education team. In addition, 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. 98% of students in the elementary grades and 98% of students in the middle school grades indicated teachers and other adults believe in them and provide support. Also, 92% of students in the elementary grades and 86% of students in the middle school feel they are involved in helping solve school problems. This increase demonstrates the continued focus in giving students a voice and providing opportunities to be involved on campus. Areas such as student council, eighth grade student store, snack bar assistance, middle school dance prep, etc. involve students beyond the academics of the classroom truly making them feel rooted. Met 15JUN2023 2023 10620260000000 Big Creek Elementary 6 Due to the small sample size of our school, 26 students in total, we will not give individualized input. The school needs to improve communication to and from the staff and community. The school will continue to develop safety measures to improve emotianal security of staff and students. The school has written multiple grants to continue to improve areas of social emotional, behavioral, and other SPED services. The school still struggles to find in-person providers to receive the best services possible. Met 13JUN2023 2023 10620420000000 Burrel Union Elementary 6 "Annually, we administer several Parent and Student surveys. In the Spring of 2023, we provided our 5th through 8th grade students with the online Local Student Survey. This year, all of our 5th-7th graders took the survey. This year we did not survey the 8th graders. 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. Several threat assessments were conducted this year and this rate 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 during Community Circles to build connections. Student Council continues to meet twice a month and invites Administration to attend. The amount of 7th grade students considering suicide was very concerning, 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 in a positive and proactive manner. We will also continue with PBIS and Student Check Ins." Met 27JUN2023 2023 10621090000000 Clay Joint Elementary 6 "Our student survey given to 5th and 7th graders indicated that 93% are happy to be at school, 88% feel that teachers treat students fairly. 100% reported that they try hard at school and 100% feel that there is a teacher or some other adult who really cares and 98% feel there is a teacher or adult that wants them to do their best. 92% feel the school is usually clean and tidy and 96% feel that students at Clay are motivated to learn. 98% feel connected at Clay. All of these numbers are improvements from previous years. Opportunities for growth remain in the area of kindness towards others with 65% reporting being made fun of or called a name in the last year and 25% report being hit, pushed, shoved or kicked at least once. This 25% represents 12 students/48 from 5th and 7th graders. 7 said 1 time in the year, 3 students 2-3 times and 2 students 4 or more times. Two student responses were 1 known event, others stated the shoves were in basketball games, several mentioned it was kidding around, others couldn't remember the context just that it must have happened at some point. Even though we have added an extra day with a counselor who works with multiple small groups and conflict resolution as well as SEL curriculum being taught in the classrooms, 73% feel that the school helps students solve conflicts with one another. When 6th - 8th were surveyed on name calling and roasting, over 90% of the students suggested we just stop with the teasing and roasting as it doesn't help anyone and is sometimes hurtful and misunderstood. It was refreshing to hear their united voice to just stop teasing others and be kind. Clay School continues to teach THINK; Think before you speak, is it True, Helpful, Inspiring, Necessary and Kind, but has made efforts to discuss it more frequently. Overall the satisfaction and safety rate among the students is high. Collectively the older students agree we need to work on using kind, supportive words and stop teasing. At the end of the 21-22 school year we responded as a community to the needs of our students, by providing more praise for good choices and being intentional with our ""Pawsitive Picks."" We worked together in 2022-2023 to create a new location for students to earn fun play by demonstrating good choices out on the playground. The students and staff voted on the name of the room which resulted in it being called the ""Cougar Cave"" An Amazon wish list was put together and the community responded by sending many cool things to the school like a ping pong table, foosball table, electronic basketball game, magnetic darts, a donated Play Station with racing games and new video chairs, posters to color with brand new pens to name a few things. During our 2022-2023 survey, the student council reported the Cougar Cave as one of their favorite changes of the year." Met Along with the opening of our Cougar Cave to help maintain the current practices in PBIS, we also started Student of the Month to call out and highlight great behavior around our PBIS expectations; P.A.W.S. We brought back assemblies and opportunities to come together as a community again. We wanted the students to know we love them and that their safety, both physical and emotional, is very important to the Clay Community. Again, we want a deeper and wider understanding of the specific needs of our kids so that we can better meet those needs. Based on our LCAP educational partner survey, the over all climate and culture has improved and we are excited about that. 100% of staff, students and parents feel that they are SAFE at Clay School! This is a HUGE win for Clay as we have worked hard to finish the new buildings, add additional lighting around campus, lock blocks on doors, new intercom system for better school wide communication, added gates and supervision, etc. Everyone feels the difference and we celebrate the community effort. In addition to our very favorable survey on safety, other favorable survey areas are: State standards implementation came in at 100%, teachers set high standards 98%, facilities well maintained 100%, students feel encouraged to participate 98%, administration is available to meet 100%, teachers available to meet 98%, office staff helpful 100%, effectively addresses student attendance issues 100%. 13JUN2023 2023 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 77% 81% 65% 68% 72% 77% 80% 7-8 70% 77% 54% 65% 71% 63% 72% 9-11 70% 77% 62% 70% 70% 62% 69% 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 86% 89% 87% 85% 84% 85% 86% 7-8 63% 66% 58% 63% 55% 64% 59% 9-11 63% 65% 62% 64% 55% 66% 57% 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 14JUN2023 2023 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 93% 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 14JUN2023 2023 10621250000000 Coalinga-Huron Unified 6 CHUSD administered a local survey where the results showed 82% of elementary students feel safe at school and 59% of all secondary students feel connected to school. The secondary grade span breakdown for percentage of students who feel connected is 50% in 7th grade, 56% in 9th grade, and 71% in 11 grade. We are almost at our 90% goal for feeling safe at school and our 11th grade is almost at our goal of 75% of students feeling connected to school. We must take action at the lower secondary grade levels to increase the feeling of connectedness but will need to investigate why there is such a difference between upper secondary and lower secondary grade levels. This could be done in a more in depth survey of students at all secondary grades to determine where things fall off or begin to rise and why. Met 20JUN2023 2023 10621580000000 Fowler Unified 6 DATA: 1,313 students in grades four through twelve participated in the Spring 2023 student survey. This compares to 862 in the prior year. The percentage of students who responded to the survey prompt that they feel safe at school increased from 48% in 2022 to 77% in 2023. The percentage of respondents who agreed that they feel connected to their school rose from 50% to 80%. Additionally, 81% of students who responded indicated that they felt the adults at school cared about them, an increase of 27% points from 2022. Over 74% responded that they are happy to be at their school, up from 53% a year ago. Over 86% of English Learners expressed confidence in their ability to improve in their classes, compared to 65% in the prior year. MEANING: The enormous increase in student participation, alone, suggests that students were more engaged and eager to participate in 2023 compared to the prior year. The resulting student survey data suggests that our actions to build school connectedness and feelings of safety were successful as planned. Fourth through twelfth grade students who responded to the survey showed an increase in feeling safe at school and feeling connected to school. The additional data regarding caring adults on campus suggests that the training for the staff and their understanding of students’ social-emotional needs are having an impact on adult behaviors to promote students' well-being. The increasing percentage of students who are happy to be at their schools indicates that the investments in Student Support Specialists, counseling, nursing, and other mental and physical health services have had a positive impact. All the above confirms anecdotal data from educational partners' input that indicate that the school sites are making gains in moving past the traumatic effects of the pandemic. We are also pleased to see the impact of these efforts on the increased confidence of our English Learner students in their abilities to flourish. Despite the growth, Fowler Unified will continue to work diligently to increase feelings of safety and connectedness in the 2023-2024 school year. The District has set a target in the LCAP of 90% of students feeling connected and 90% of students feeling safe at school in Spring of 2024. Providing school environments that nurture feelings of safety and belonging are a top priority. Environments characterized by high academic standards coupled with strong staff support, in which adult and student relationships are positive and respectful and are physically and emotionally safe, lay the foundation for academic growth in all students. USE: To address the social and emotional needs of students, the District will continue to provide Student Support Specialists at all sites across the district. To support students’ feelings of safety, Fowler Unified has contracted with the Fowler PD to have a part-time Student Resource Officer on campuses to foster positive relationships. Met 14JUN2023 2023 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. With a second year of administration, we are now able to track changes and identify areas of growth and improvement. Positive ratings within the student survey ""Student Engagement"" domain is 77.6%. Questions in this domain include, ""I feel like I belong at my school"", ""I have a voice and feel heard at my school"", ”There is an adult at my school who cares about me”, and ""Students at this school care about each other"". As we look deeper on specific student groups, we see positive rates for English Learners, Foster Youth, and Socioeconomically Disadvantaged students at 77.4%, 78.3%, and 77.4%, respectively. Positive ratings within the student survey ""School Environment"" domain is 71.6%. 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"". As we dive into specific student groups, we see positive rates for English Learners, Foster Youth, and Socioeconomically Disadvantaged students at 69.9%, 64.1%, and 71.5%, respectively. These domain ratings allow us to find focus areas to continue to work with various departments and school sites to improve student engagement opportunities and the environment at schools." Met 21JUN2023 2023 10621660106740 Aspen Valley Prep Academy 6 Students in grades 4-6 were surveyed twice this year. The following are the Spring 2023 student survey results: • 87% Feel safe at school • 92% feel supported at school • 96% feel respected by their teachers • 94% feel respected by their peers • 94% agreed positive behaviors are encouraged and reinforced at school • 78% agreed there is at least one adult at the school they can trust. • 65% agreed there is at least one teacher they have a strong relationship at school. • 78% agreed there is at least one student they can trust at school. • 81% agreed they are aware of their responsibilities in class and on campus. • 72% agreed that AVPA will set them up for success in the future. • 71% agreed that the decisions they make today will have an effect on their future. Met 21JUN2023 2023 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 15JUN2023 2023 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 and staff reviews the results. MEANING: In disaggregating the data, UHS found the following areas declined when comparing the past two surveys (2023 vs. 2022): • Vaping is illegals for adults under 21. Vaping is not a serious problem at UHS = -10.19% • For UHS students, misuse of prescription drugs or use of illegal substances is not a serious problem at UHS = -7.41% • UHS students do not use social media to post inappropriate images or cheat, and they are generally nice to others online = -16.49% • I feel safe from internet bullying since it rarely happens at UHS = -11.06% • I seldom witness or hear of dishonest behavior, such as cheating, on the part of other students in my classes = -15.62% The following areas increased (positive change) when comparing the past two surveys (2023 vs. 2022): • Students pick up after themselves, throw away their trash = +16.41%* • Does UHS provide enough resources, and counselor and peer support to prevent suicide on our campus? = +8.14%* • I feel safe from bullying and sexual harassment since it rarely happens on campus = +3.28% • Teachers and staff talk seriously about what ""I am UHS"" means and ... students at UHS want to live up to the challenge of being understanding, honorable, and studious = +3.6% • Homework +2.5 hours and +3 hours both decreased by several percent. * Both of these questions were areas of concern and had decreased numbers compared to 2019, the last time the survey was given. USE: Our goal from last year to improve the trash on campus was successful. The UHS Counselors also 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. For the 2023-24 school year, we plan 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. Optional area: The school 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 (2021-22), this goal was achieved as our rates were 0% for suspension rate and 0% for expulsion rate. The suspension and expulsion rates for the 2022-23 school year have not been released yet. • The Attendance rate for the school year will be greater than 95%. This LCAP goal was achieved as our rates were 96.64% for the 2022-23 school year." Met 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. 01JUN2023 2023 10621660121533 Morris E. Dailey Charter Elementary 6 DATA 87% feel safe on campus 99% of Students understanding of expectations MEANING: Strengths: Direct instruction of expectations, student accountability to expectations through logical consequences, rehearsal of emergency procedures (lockdown, fire, earthquake), classroom norms meetings, morning meetings, school-wide behavior assemblies, Learner profile assemblies, rallies, individualized lessons based on student need; behavior conferences Growth: Expectations are a part of the natural classroom conversation. Teachers establish expectations with students, teach mini lessons around these expectations, and reflect to the expectations established. Challenge: Varied understandings of the term “safety”. As a school, determining what safety is for kindergarten versus 5th grade, and assuring our language adapts and changes to fir the needs of students’ developing vocabulary around those areas. Barriers: Staff modeling and consistency to expectations DATA: 81% of students feel like they belong 97% of students feel a part of classroom discussions 75% of students feel they have a voice on campus MEANING: Strengths: Establishment is school-wide clubs, student-centered tasks around campus: equipment managers, explicit language, whole-class student celebrations Growth: Thinking and speaking routines are more evident in the classroom. Lessons also include student agency: voice, choice, and action. Within the elements of agency teachers are able to conference with students, giving them time to voice their learning goals, share struggles, and determine next steps. Challenge: Finding new ways for student voice to be heard and analyzed on campus. A way for staff to show students “we hear you. You are agents of change.” Barriers: Staff mindsets, planning around community building within a transdisciplinary day USE: Professional Development based on student input and safety. Professional development on voice and choice in the classroom Teacher coaching of consistent implementation of positive behavior strategies Creating a schedule for student clubs and publicizing clubs on campus Creating a list of student jobs and ways to take action around the school. Learning around establishing and maintain a student-centered learning environment Assemblies or rallies around key terms like “safety” “bully” and “fairness” Met 13JUN2023 2023 10621660133942 Aspen Meadow Public 6 Students in grades 4-6 were surveyed twice this year. The following are the Spring 2023 survey results: • 64% Feel Emotionally safe • 70% Feel Physically safe • 74% stated they had at least one adult at AMPS they can trust • 41% Sense of belonging • 38% agreed that students treat each other well • 78% agreed that adults at AMPS respect others from different backgrounds • 37% stated they like school • 50% agreed that positive behavior is evident at AMPS • 32% agreed that students in their class behave so that teachers can teach. • 75% agreed AMPS has clear rules for behavior. Met 21JUN2023 2023 10621660140038 Endeavor Charter 6 Endeavor Charter School’s 2023-24 LCAP speaks to our ongoing commitment ensuring that we are meeting the diverse needs of our student population. The 3 Goals of the 2023-24 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 2023 of this school year. The feedback from this survey contributed to our LCAP goals and actions for the 2023-24 school year. 132 students responded to our local school survey on a variety of topics. The results were then broken into student responses for TK-8 (with 115) and 9-12 (with 17): Student Responses for TK-8: I receive encouragement from teachers and other school staff. 100% rated Excellent, Above Average, or Satisfactory. The school works with my parent/guardian to help me do my best in school. 100% rated Excellent, Above Average, or Satisfactory. My school is clean and in good condition. 100% rated Excellent, Above Average, or Satisfactory. How emotionally safe do you feel with staff and students at our school? 99% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and other learning materials to meet my educational needs. 98% rated Excellent, Above Average, or Satisfactory. 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. 94% rated Excellent, Above Average, or Satisfactory. I feel welcomed, valued, and connected to others in my school community. 99% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 13% rated Almost all the time; 25% rated Often; 56% Sometimes; 6% rated Never Did you participate in any of our teacher-led class offerings? 94% responded YES How well did the school support your education-related technology needs? 96% rated Excellent, Above Average, or Satisfactory. Overall how would you rate your mental health? 41% rated Always good; 41% rated Usually good; 12% rated Sometimes poor; 6% 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? 18% responded YES; 82% responded NOStudent Responses for 9-12: I receive encouragement from teachers and other school staff. 94% rated Excellent, Above Average, or Satisfactory. The school works with my parent/guardian to help me do my best in school. 100% rated Excellent, Above Average, or Satisfactory. My school is clean and in good condition. 100% rated Excellent, Above Average, or Satisfactory. How emotionally safe do you feel with staff and students at our school? 94% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and other learning materials to meet my ... Met 13JUN2023 2023 10621660140764 Golden Charter Academy 6 Not Met 2023 10621660140806 Aspen Ridge Public 6 Aspen Ridge Public School administered an internal student survey. A total of 99 students responded and completed the survey. Results summary: • 36.3% of respondents stated they felt safe at school. • 25.3% of respondents stated they felt comfortable sharing their thoughts and opinions at school. • 50% of respondents agreed that the adults at the school care about them. • 48.4% of respondents agreed they have many opportunities to interact with other students. • 20.3% of respondents agree it is okay to make mistakes because they can learn from them. • 43.5% of respondents stated that teachers make sure different backgrounds and perspectives are valued and supported. • 26.2% of respondents stated that teachers make what they learn interesting. • 54.6% of respondents stated that their teachers explain things in different ways if students are confused • 23.2% of respondents stated that what they learn in school is connected to real-life. Met 21JUN2023 2023 10621661030642 School of Unlimited Learning 6 Not Met For Two or More Years 2023 10621661030840 Carter G. Woodson Public Charter 6 Data: from the findings of both our parent and student surveys, families reported predominately that they feel the learning environment for students are safe for them to learn. In our parent surveys approximately 90 percent have reported satisfaction with our response to discipline. Students reported feeling safe, though there was an increase population of students who were only somewhat satisfied with our response to discipline, with under 20 percent feeling that the learning environment wasn't safe for them to take academic risk. We held focus groups with both parents and students to discover better ways in approaching discipline, and to identify areas of growth. From our educational partners total feedback, there was an increase desire for transparency when dealing with discipline issues, as well as increasing our course offerings to be more rigorous to challenge students academically. From our climate study, we learned that our students across our LEA have a desire to take AP courses. We are piloting an AP program this year in response to both parent and student feedback to provide them with increased opportunities to challenge students to take academic risk, to promote safety in learning. Met 30MAY2023 2023 10622400000000 Kingsburg Elementary Charter 6 402 of our Reagan School students (Grades 4-6) took the annual school culture survey.75.3% of these students responded that they liked school. 88.5% of the students responded that their teacher always wants them to do well. 75.7% of the students responded that they feel safe at school. 385 of our Rafer Johnson Junior High students (Grades 7 & 8) took the annual school culture survey. 78.4% of the students responded that they feel safe at school. 375 of the students responded that their teachers encouraged them to do their best. 303 of the students responded that they get along well with the other students at school. Overall the data reflects that our students overwhelmingly feel safe and connected to other students and staff at school. There is still room for improvement to continue to help our students continue to feel safe at school, and also a need for a segment of our students to feel connected to other students and the staff at each of our schools. Over the past few years we have added behavior support providers to help our students that are needing additional emotional and behavior support. We plan to continue to support this area of need with our students. Also, we are adding additional academic intervention teachers and paraprofessionals, to help our students that are needing additional academic support in a smaller setting. This should help students connect with students and staff while receiving the additional support they are needing. Met 12JUN2023 2023 10622400113142 Ronald W. Reagan Elementary 6 1. 402 of our Reagan School students (Grades 4-6) took the annual school culture survey.75.3% of these students responded that they liked school. 88.5% of the students responded that their teacher always wants them to do well. 75.7% of the students responded that they feel safe at school. 385 of our Rafer Johnson Junior High students (Grades 7 & 8) took the annual school culture survey. 78.4% of the students responded that they feel safe at school. 375 of the students responded that their teachers encouraged them to do their best. 303 of the students responded that they get along well with the other students at school. 2. Overall the data reflects that our students overwhelmingly feel safe and connected to other students and staff at school. There is still room for improvement to continue to help our students continue to feel safe at school, and also a need for a segment of our students to feel connected to other students and the staff at each of our schools. 3. Over the past few years we have added behavior support providers to help our students that are needing additional emotional and behavior support. We plan to continue to support this area of need with our students. Also, we are adding additional academic intervention teachers and paraprofessionals, to help our students that are needing additional academic support in a smaller setting. This should help students connect with students and staff while receiving the additional support they are needing. Met 12JUN2023 2023 10622400114587 Island Community Day 6 1. 402 of our Reagan School students (Grades 4-6) took the annual school culture survey.75.3% of these students responded that they liked school. 88.5% of the students responded that their teacher always wants them to do well. 75.7% of the students responded that they feel safe at school. 385 of our Rafer Johnson Junior High students (Grades 7 & 8) took the annual school culture survey. 78.4% of the students responded that they feel safe at school. 375 of the students responded that their teachers encouraged them to do their best. 303 of the students responded that they get along well with the other students at school. 2. Overall the data reflects that our students overwhelmingly feel safe and connected to other students and staff at school. There is still room for improvement to continue to help our students continue to feel safe at school, and also a need for a segment of our students to feel connected to other students and the staff at each of our schools. 3. Over the past few years we have added behavior support providers to help our students that are needing additional emotional and behavior support. We plan to continue to support this area of need with our students. Also, we are adding additional academic intervention teachers and paraprofessionals, to help our students that are needing additional academic support in a smaller setting. This should help students connect with students and staff while receiving the additional support they are needing. Met 12JUN2023 2023 10622406006704 Lincoln Elementary 6 1. 402 of our Reagan School students (Grades 4-6) took the annual school culture survey.75.3% of these students responded that they liked school. 88.5% of the students responded that their teacher always wants them to do well. 75.7% of the students responded that they feel safe at school. 385 of our Rafer Johnson Junior High students (Grades 7 & 8) took the annual school culture survey. 78.4% of the students responded that they feel safe at school. 375 of the students responded that their teachers encouraged them to do their best. 303 of the students responded that they get along well with the other students at school. 2. Overall the data reflects that our students overwhelmingly feel safe and connected to other students and staff at school. There is still room for improvement to continue to help our students continue to feel safe at school, and also a need for a segment of our students to feel connected to other students and the staff at each of our schools. 3. Over the past few years we have added behavior support providers to help our students that are needing additional emotional and behavior support. We plan to continue to support this area of need with our students. Also, we are adding additional academic intervention teachers and paraprofessionals, to help our students that are needing additional academic support in a smaller setting. This should help students connect with students and staff while receiving the additional support they are needing. Met 12JUN2023 2023 10622406006712 Roosevelt Elementary 6 1. 402 of our Reagan School students (Grades 4-6) took the annual school culture survey.75.3% of these students responded that they liked school. 88.5% of the students responded that their teacher always wants them to do well. 75.7% of the students responded that they feel safe at school. 385 of our Rafer Johnson Junior High students (Grades 7 & 8) took the annual school culture survey. 78.4% of the students responded that they feel safe at school. 375 of the students responded that their teachers encouraged them to do their best. 303 of the students responded that they get along well with the other students at school. 2. Overall the data reflects that our students overwhelmingly feel safe and connected to other students and staff at school. There is still room for improvement to continue to help our students continue to feel safe at school, and also a need for a segment of our students to feel connected to other students and the staff at each of our schools. 3. Over the past few years we have added behavior support providers to help our students that are needing additional emotional and behavior support. We plan to continue to support this area of need with our students. Also, we are adding additional academic intervention teachers and paraprofessionals, to help our students that are needing additional academic support in a smaller setting. This should help students connect with students and staff while receiving the additional support they are needing. Met 12JUN2023 2023 10622406006720 Washington Elementary 6 1. 402 of our Reagan School students (Grades 4-6) took the annual school culture survey.75.3% of these students responded that they liked school. 88.5% of the students responded that their teacher always wants them to do well. 75.7% of the students responded that they feel safe at school. 385 of our Rafer Johnson Junior High students (Grades 7 & 8) took the annual school culture survey. 78.4% of the students responded that they feel safe at school. 375 of the students responded that their teachers encouraged them to do their best. 303 of the students responded that they get along well with the other students at school. 2. Overall the data reflects that our students overwhelmingly feel safe and connected to other students and staff at school. There is still room for improvement to continue to help our students continue to feel safe at school, and also a need for a segment of our students to feel connected to other students and the staff at each of our schools. 3. Over the past few years we have added behavior support providers to help our students that are needing additional emotional and behavior support. We plan to continue to support this area of need with our students. Also, we are adding additional academic intervention teachers and paraprofessionals, to help our students that are needing additional academic support in a smaller setting. This should help students connect with students and staff while receiving the additional support they are needing. Met 12JUN2023 2023 10622406108328 Rafer Johnson Junior High 6 1. 402 of our Reagan School students (Grades 4-6) took the annual school culture survey.75.3% of these students responded that they liked school. 88.5% of the students responded that their teacher always wants them to do well. 75.7% of the students responded that they feel safe at school. 385 of our Rafer Johnson Junior High students (Grades 7 & 8) took the annual school culture survey. 78.4% of the students responded that they feel safe at school. 375 of the students responded that their teachers encouraged them to do their best. 303 of the students responded that they get along well with the other students at school. 2. Overall the data reflects that our students overwhelmingly feel safe and connected to other students and staff at school. There is still room for improvement to continue to help our students continue to feel safe at school, and also a need for a segment of our students to feel connected to other students and the staff at each of our schools. 3. Over the past few years we have added behavior support providers to help our students that are needing additional emotional and behavior support. We plan to continue to support this area of need with our students. Also, we are adding additional academic intervention teachers and paraprofessionals, to help our students that are needing additional academic support in a smaller setting. This should help students connect with students and staff while receiving the additional support they are needing. Met 12JUN2023 2023 10622406114805 Central Valley Home 6 1. 402 of our Reagan School students (Grades 4-6) took the annual school culture survey.75.3% of these students responded that they liked school. 88.5% of the students responded that their teacher always wants them to do well. 75.7% of the students responded that they feel safe at school. 385 of our Rafer Johnson Junior High students (Grades 7 & 8) took the annual school culture survey. 78.4% of the students responded that they feel safe at school. 375 of the students responded that their teachers encouraged them to do their best. 303 of the students responded that they get along well with the other students at school. 2. Overall the data reflects that our students overwhelmingly feel safe and connected to other students and staff at school. There is still room for improvement to continue to help our students continue to feel safe at school, and also a need for a segment of our students to feel connected to other students and the staff at each of our schools. 3. Over the past few years we have added behavior support providers to help our students that are needing additional emotional and behavior support. We plan to continue to support this area of need with our students. Also, we are adding additional academic intervention teachers and paraprofessionals, to help our students that are needing additional academic support in a smaller setting. This should help students connect with students and staff while receiving the additional support they are needing. Met 12JUN2023 2023 10622570000000 Kingsburg Joint Union High 6 KJUHSD conducted a survey in the spring to all students in the district which garnered a total of 911 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, 83.8% of the students feel safe on campus, a decrease of 3.6% from the previous year. In comparing grade levels, ninth and tenth graders feel the least safe with a 81.1% and 83.4% rating, with eleventh and twelfth graders feeling the safest at 85.8% and 85.7%. A total of 84.0% of the students feel the school works hard to provide a safe environment for all students, which is a decrease of 2.7% from the previous year. In comparing grade level, the eleventh graders rated the district the lowest with a score of 83.4%, with ninth, tenth and twelfth ranged from 84.0%-84.7%. A total of 51.4% of students feel the classrooms, bathrooms, and office spaces are clean and orderly compared to 82.0% of students who feel the grounds, parking lots, and athletic fields are clean and orderly. This is a decrease from past results. Students still state the restrooms are the biggest concern. Student connectedness showed that 63.8% of students feel connected to their school, a 1% decrease from last year. In comparing grade levels, twelfth graders scored the highest at 70.4%, with eleventh grades scoring the lowest at 58.3%. Ninth and tenth grades were at 65.1% and 61.8% Overall, 85.5% of students feel the school cares about them and works hard to provide a quality education, which is a 2.6% decrease. In comparing grade levels, ninth and eleventh scored the highest at 86.5% and 87.2%. Tenth and twelfth graders are at 82.6% and 86.2% Data on Link Crew, a mentor program for ninth graders showed 80.3% felt that the program should continue, which was a 1.9% decrease from the previous year. Overall student results showed a slight decrease in all areas surveyed by students. Safety was again a concern of the students, but there was an increase in students feeling the district is providing more resources to support students with personal issues. 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; increase funding to support student engagement and the hiring of a school resource officer. To support student emotional needs, the district will contract for 3 full time mental health professionals, in addition to a program that helps connects families to counseling outside of school. Met 26JUN2023 2023 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” (93.7% for grades 3-8, and 95.1% for grades 9-12). Additionally, students are very clear on ""consequences for breaking the rules at my school” (92.3% for grades 3-8 and 91.6% for grades 9-12). In the areas of student perception of the quality of education, over 95% of both 3-8 students (95.1%) and 9-12 students (95.4%) responded that they agree or strongly agree that “My school provides a good education for students.” Students responded positively to the question “I feel welcome at my school” (84.3% for grades 3-8 and 87.3% 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, 80.2% rated that they “agree or strongly agree” and for grades 9-12, the percentage was 84.3%. Students were asked if they believed that their school “is the right place for me.” In grades 3-8, 84.1% of students responded that they “agree or strongly agree”. In grades 9-12, 83.8% 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 83.5% in the affirmative and 9-12 students responded 81% 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. As in the past, many students commented on the need for additional support for students that disrupt the learning environment. As a result of data analysis, KCUSD will continue to fund transition teams to support students connectedness at their schools, continue to implement PBIS strategies and approaches to ensuring safe campuses, and prioritize relationship building at staff and district professional development workshops. Utilizing student and systematic input from educational partners, KCUSD will continue to review systems to grow and support the most positive climate possible." Met 13JUN2023 2023 10622650116640 Kings Canyon Online 6 The local climate survey is administered annually 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 2023. Based on survey results, it is evident that KC Online has been successful in rolling out PBIS support systems to ensure students, staff, and parents feel safe on campus. For example, 98% of students report that “there are clear expectations for behavior at my school”. There were 96% of students that shared that “school is a place in which they feel safe”. In addition, 91% 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 the continuous improvement of our school climate. The KC Online team will also continue to increase opportunities for reinforcement and celebration of both behavior and academic achievement throughout the year. Lastly, per student feedback this year, KC Online will strive to increase opportunities for students to strengthen their connection with school through in person enrichment and club type activities. Met 13JUN2023 2023 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 2023. Based on survey results, it is evident that RMCHS has been successful in rolling out PBIS support systems to ensure students, staff, and parents feel safe and supported 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 91% of students that shared that RMCHS is a place where they feel safe. In addition, 93% of students reported that they feel there are clear rules for student behavior. 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 82% of students shared that they feel they trust an adult 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 continuous improvement in this area. Met 13JUN2023 2023 10622810000000 Laton Joint Unified 6 Laton Unified School District conducted surveys of students in the Spring of 2023 to measure school climate. These surveys were offered to all students in grades 3 through 12. 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 350 students out of approximately 483. The target was to get over 50 % of the student population to participate, which was accomplished. The site administrators worked closely with the school's community liaison and staff to meet the goal. We were pleased to see significant increases in the percentages of students who responded in the 2023 survey that they feel safe at and connected to school. The percentage who felt safe more than doubled to 75%, and those feeling connected rose from 42% to 76%. Since our ultimate goal is for every student to feel safe and belong at school, we will continue our culture and climate actions described in Goal 2 of our LCAP. The percentage of parents who feel their children are safe at school also increased by double digits to 87.5%. This was largely due to Actions 2.3 and 2.4 in the District LCAP, which increased LHS students' feelings of connectedness to school and their sense of safety or well-being. The continued use of PBIS structures at the school and the implementation of Safe School Ambassadors, which identified leaders from the diverse groups and cliques on campus and equipped them to model pro-social behaviors, shifted focus to positive behaviors and high school students as role models. Character Counts aided older students in developing self-awareness, self-management, responsible decision-making, social awareness, and other executive functioning skills that support maintaining focus on school and graduation as a realistic goal to be achieved. Based on this success, we will continue the implementation of those actions. Providing full-time counseling services at Laton elementary, middle, and high schools has also significantly impacted students’ sense of safety and connectedness. The District will continue the partnership with FCSS to provide All4Youth services to those needing additional social-emotional and mental health support and hire a part-time Behavior Health Clinician to support Low-Income students who don't qualify for All4Youth services due to insurance benefits. 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 28JUN2023 2023 10623230000000 Monroe Elementary 6 We continued our commitment to implementing PBIS and social emotional support during the 22-23 school year. We continued individual/small group support sessions with students who were referred to the intervention team for behavior concerns and maintained contracted mental health counseling staff on site 2 days per week for students, staff, and families. Staff development was conducted to continue identifying, addressing, and supporting social emotional concerns including shifting our psychological and counseling support to addressing the social-emotional and mental health impact of the Covid-19 pandemic on students, families, and staff. Our commitment to student attendance continued as we expanded our effort to reach out to students and families and included text messaging, ClassDojo, and individual phone calls from both teacher and the school office. We have added 3 new positions focused on: Student Success + Behavior, Student Behaviors Tier 1, Wellness Coordinator and Social worker who is able to assist families as well as students. Met 20JUN2023 2023 10623310000000 Orange Center 6 To provide a safe, comfortable, collaborative learning environment, the facilities, furniture, and grounds have been well maintained. A digital check-in system and background check system (Raptor) has been implemented and maintained. Cameras were installed at the school entrance and other strategic areas around campus. To ensure student engagement in a rural school, home-to-school transportation was provided. The district encouraged an increase in clubs and campus activities pre-COVID-19 to support a positive school climate and 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, and immunizations in order to improve attendance and loss of instructional time. 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. 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. 2022-23 Orange Center Student Survey: (140 responses) I Feel Safe at School: Very Safe - 66.4% Somewhat Safe - 25% Not Safe - 8.6% Connectedness: Very Connected - 53.6% Somewhat Connected- 32.9 % Not Connected - 13.6% Based on your experience, do you sometimes feel sad or depressed? Yes - 47.1% No - 32.9% Don't Know - 20% Met 28JUN2023 2023 10623310137661 California Virtual Academy at Fresno 6 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, the school has/will implement the following: • LC Community social platform for parents/LCs to connect with other CAVA parents/LCs schoolwide and within specific grade bands, providing relevant and meaningful connections, information, resources, and support. • Coffee Chats in English and Spanish for parents and LCs to make connections, share information and resources, and build relationships. • ParentSquare schoolwide communication platform, weekly schoolwide and department newsletters/updates, email, phone calls, and announcements and updates shared in daily live class connects sessions. • Schoolwide initiatives to encourage and support fitness and movement. • Schoolwide Social and Emotional Learning (SEL) plan to drive the implementation to better support teachers/staff and positively impact the school's culture. The comprehensive plan includes the importance of behavioral and physical health. • Extended onboarding to support new students and LCs including adding 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/opportunities, video tutorials, transition support for Elem-MS-HS transitions, and family newsletters. • Care Solace • Expanded support, school supplies and holiday gifts for MKV and Foster Youth • Resources and support for families in need • Comprehensive summer plan to engage students, provide social interaction for students and families who are continuing with CAVA, new to CAVA, and students who need additional academic support. • Opportunities for students to interact in Class Connect (CC) sessions through the implementation of project-based learning and 3 Signature Practices (CASEL). • Service-learning course for students in grades 9-12, and service-learning opportunities are being offered schoolwide, including o Red Ribbon Week (Oct) o Operation Gratitude (Dec) o National School Choice/Talent Showcase (Jan) • In-person events offered to students, including school wide back-to-school park day, monthly all-school outing days, service-learning projects, clubs, e-Sports, picture day, pop-up events, and in-person celebrations, to create opportunities for students in geographical areas to connect and make friends. Met 05JUN2023 2023 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. 195 surveys were completed during the 2022-23 school year. Results indicate that 93% 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; 93% of all students indicated they feel safe at school, and 80.9% 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 down from 229 in 2021-22. We will take steps to ensure that most, if not all, students complete the 2023-24 student survey. In order to increase students' school connectedness, Pacific Union will continue psychological and counseling services, continue implementing Social and Emotional Learning school-wide, and continue attendance rewards. The objective is to strengthen students' social and emotional skills, increase positive behavior, and promote an environment of acceptance. Met 27JUN2023 2023 10623640000000 Parlier Unified 6 Parlier Unified School District administered the PUSD Spring Student Survey (based on the district’s LCAP Goal #2 -Supportive Environment) in the spring of 2023 to grades 3-5 and 6-12th. An analysis of the survey's indicators is as follows: (1) School Rigorous Expectations – Students in 3rd-5th grade responded favorably with 66%, while students in 6th-12th grade responded favorably with 42%. The responses indicate their belief that their abilities can grow with effort, and that they are capable of learning anything. The district will continue to implement strategies that support student learning, which will include walking students through the key aspects of inquiry-based learning, which can be applied to all subjects and help accelerate learning recovery. (2) School Climate – Students in 3rd-5th grade responded favorably with 53%, while students in 6th-12th grade responded favorable with a 29%. Students reported coming to class prepared while following directions. One of the key areas of focus will be to foster positive group work experiences by guiding students to set clear expectations and agreements within their teams. This ensures shared accountability and meaningful contributions from all team members. The district will monitor existing strategies that support positive school climate while also implementing district-wide strategies that include group work experiences. (3) School Engagement – Students in 3rd-5th grade responded favorably with a 48%, while students in 6th-12th grade responded favorably with a 20%. Student responses 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. The district will continue to implement current strategies that have proven to be effective in engaging students in the classroom. One of the key areas moving forward is building trusting, supportive relationships to help TK-12 students who show signs of disengagement with school (such as poor attendance, behavioral issues, and/or low grades). (4) School Safety –Students in grades 3rd-5th grade responded with favorably with a 48%, while students in 6th-12th grade responded favorably with a 45%. To build a strong positive foundation for future interactions with our students and their parents, communicating with every student’s household within the first month of school will help improve communication and build a positive experience for all students. All schools in Parlier Unified School District review the results of this survey and incorporate specific goals into school site plans annually. In addition, school administrators review this data to inform their support to students, parents, and teachers. Met 27JUN2023 2023 10623720000000 Pine Ridge Elementary 6 We are a very small campus. Last school year we had no 8th grade students, two 7th graders and under 10 6th graders. So we compiled all the student results together: Student Survey Results (Strongly Agree or Agree on percentages) - 67.5% Feel safe at school- (Students who felt neutral 27%) 64.8% Feel comfortable telling school staff when they have a problem - (Students who felt neutral, 16.2%) 56.7% School staff responds quickly when I ask for help - (Students who felt neutral, 35.1%) 81.1% Feel welcome at Pine Ridge School - (Students who felt neutral 16.2%) 64.8% Feel like they are a valued part of Pine Ridge - (Students who felt neutral, 21.6%) 62.1% Feel that their classroom comments and contributions are respected - (Students who felt neutral, 24.3%) Met 15JUN2023 2023 10623800000000 Raisin City Elementary 6 The district surveyed all students in grades 5th-8th grades. From the last school year 21-22 the largest discrepancy that the district noted was school connectedness. It was a priority of the district to improve this and we had tremendous increases from last year! Feeling part of school up from 49% to 73%, feeling safe up from 44% to 70%. This is will continued to be a focus as we move forward. Ninety-two percent of students felt that teachers at their school wanted students to succeed in their classes and 84% of students have a plan on attending college or some other school after high school. Also 81% of EL students’ state that they receive the support they need from their teachers. Met 12JUN2023 2023 10623800136499 Ambassador Phillip V. Sanchez II Public Charter 6 In the spring of 2023, 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% students 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. During the school year, 100% staff reported that they felt safe, and 100% staff 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 01JUN2023 2023 10624140000000 Sanger Unified 6 A district total of 7530 4th through 12th grade students completed the Panorama Survey in May 2023 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 83.4% of students, while total response rate for student supports and environment was 81.9%. SCM for 1900 students in grade 4 and 5 showed favorable endorsements ranging from 46% to 65%. When compared to survey reports from May 2022, students reported a 3% to 4% increase in favorable responses in these domains. SSE responses were collected for 1877 students in grades 4 and 5 and showed favorable endorsements ranging from 57% to 80%. When compared to survey reports from May 2022, students report a 1-2% increase in favorable endorsements regarding rigorous expectations and sense of belonging, and a 3% decrease in favorable endorsements regarding student-staff relationships. School safety remained the same with 57% favorable endorsement. SCM for 5630 students in grades 6 through 12 showed favorable endorsements ranging from 46% to 56%. When compared to survey reports from May 2022, students reported a 1% to 2% increase in favorable responses in emotion regulation and self-efficacy, while showing a decrease of 1% in favorable responses for growth mindset and social awareness. SSE responses were collected for 5523 students in grades 6 through 12 and showed favorable endorsements ranging from 39% to 64%. When compared to survey reports from May 2022, students report a 1-2% increase in favorable endorsements for teacher-student relationships and sense of belonging and a 1% decrease in favorable endorsements regarding school safety. Rigorous expectations remained the same with 64% favorable endorsement. Target group analysis revealed that students designated as English Learners (EL) students in grades 4 and 5 favorably endorsed SCM at 44% to 62% and students in grades 6 to 12 endorsed at 36% to 50%. These 2023 Local Performance Indicator Self-Reflection for Sanger Unified School District Page 12 of 13 percentages are 2% to 10% 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 27JUN2023 2023 10624146117865 Quail Lake Environmental Charter 6 A district total of 7530 4th through 12th grade students completed the Panorama Survey in May 2023 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 83.4% of students, while total response rate for student supports and environment was 81.9%. SCM for 1900 students in grade 4 and 5 showed favorable endorsements ranging from 46% to 65%. When compared to survey reports from May 2022, students reported a 3% to 4% increase in favorable responses in these domains. SSE responses were collected for 1877 students in grades 4 and 5 and showed favorable endorsements ranging from 57% to 80%. When compared to survey reports from May 2022, students report a 1-2% increase in favorable endorsements regarding rigorous expectations and sense of belonging, and a 3% decrease in favorable endorsements regarding student-staff relationships. School safety remained the same with 57% favorable endorsement. SCM for 5630 students in grades 6 through 12 showed favorable endorsements ranging from 46% to 56%. When compared to survey reports from May 2022, students reported a 1% to 2% increase in favorable responses in emotion regulation and self-efficacy, while showing a decrease of 1% in favorable responses for growth mindset and social awareness. SSE responses were collected for 5523 students in grades 6 through 12 and showed favorable endorsements ranging from 39% to 64%. When compared to survey reports from May 2022, students report a 1-2% increase in favorable endorsements for teacher-student relationships and sense of belonging and a 1% decrease in favorable endorsements regarding school safety. Rigorous expectations remained the same with 64% favorable endorsement. Target group analysis revealed that students designated as English Learners (EL) students in grades 4 and 5 favorably endorsed SCM at 44% to 62% and students in grades 6 to 12 endorsed at 36% to 50%. These 2023 Local Performance Indicator Self-Reflection for Sanger Unified School District Page 12 of 13 percentages are 2% to 10% 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 27JUN2023 2023 10624146117873 Sanger Academy Charter 6 A district total of 7530 4th through 12th grade students completed the Panorama Survey in May 2023 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 83.4% of students, while total response rate for student supports and environment was 81.9%. SCM for 1900 students in grade 4 and 5 showed favorable endorsements ranging from 46% to 65%. When compared to survey reports from May 2022, students reported a 3% to 4% increase in favorable responses in these domains. SSE responses were collected for 1877 students in grades 4 and 5 and showed favorable endorsements ranging from 57% to 80%. When compared to survey reports from May 2022, students report a 1-2% increase in favorable endorsements regarding rigorous expectations and sense of belonging, and a 3% decrease in favorable endorsements regarding student-staff relationships. School safety remained the same with 57% favorable endorsement. SCM for 5630 students in grades 6 through 12 showed favorable endorsements ranging from 46% to 56%. When compared to survey reports from May 2022, students reported a 1% to 2% increase in favorable responses in emotion regulation and self-efficacy, while showing a decrease of 1% in favorable responses for growth mindset and social awareness. SSE responses were collected for 5523 students in grades 6 through 12 and showed favorable endorsements ranging from 39% to 64%. When compared to survey reports from May 2022, students report a 1-2% increase in favorable endorsements for teacher-student relationships and sense of belonging and a 1% decrease in favorable endorsements regarding school safety. Rigorous expectations remained the same with 64% favorable endorsement. Target group analysis revealed that students designated as English Learners (EL) students in grades 4 and 5 favorably endorsed SCM at 44% to 62% and students in grades 6 to 12 endorsed at 36% to 50%. These 2023 Local Performance Indicator Self-Reflection for Sanger Unified School District Page 12 of 13 percentages are 2% to 10% 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 27JUN2023 2023 10624300000000 Selma Unified 6 Measured by: CA Healthy Kids Survey, Mental Health Referrals, Attendance, Stability rate, Suspension/Expulsion rates. Results reveals trends of needing more mental health supports for students to access their academics, grow their social/emotional learning and to improve attendance. Actions taken: Community Schools Grant funded Community School Liaisons to directly support attendance and school connectedness, increased social workers and mental health technicians to dramatically reduce the caseloads of current mental health staff, created district goals with metrics regarding school culture/climate with quarterly surveys for students, staff & families. Met 27JUN2023 2023 10625130000000 Washington Colony Elementary 6 During the 2022-23 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 56% of the students feel safe at school Most and All of the time for a positive school climate environment; a 61% of the students feel School Connectedness All the time and 75% of the students feel academically motivated All of the time. The average results of the 6th – 8th grade survey showed that 35% of the students feel safe at school Most and All of the time for a positive school climate environment; a 39% of the students feel School Connectedness All the time and 50% 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 (Chronic Absenteeism was reduced to 19.30% in 2022-23 school year from 37.2% in school year 2021-22) and continue to increase student attendance. In addition, as reflected in the LCAP 2023-24 Goal 2 Action 2.8.; during this school year 2022-23 the district retained a new K-8 School Counselor and established an “Student Wellness Center” with the MTSS Team 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, students and families to resources that will support social and emotional learning. Also, the district hired and retain a new Licensed Vocational Nurse (LVN) that will support the physical wellness and provide resources to parents such as access to meal programs, vision, or hearing referrals, and other services promoting wellness. As a result of a positive school climate all students will participate in extracurricular activities, educational & enrichment field trips and academic rewards & educational/ character building assemblies. Met 28JUN2023 2023 10625390000000 West Park Elementary 6 The West Park School District/West Park Elementary School administered a student survey in Grades 3-8 to measure student perceptions of school safety and connectedness. K-5: 73% of students reported feeling safe at school 6-8: 52% of students reported feeling safe at school K-5: 64% of students feel connected to school 6-8: 51 % of students feel connected to school K-5: 72% of students are happy to be at West Park Elementary School 6-8: 50% of students are happy to be at West Park Elementary School K-5: 86% of students believe their teacher wants them to succeed in class 6-8: 83% of students believe their teacher wants them to succeed in class K-5: 67% of students believe the adults at school care about them 6-8: 55% of students believe the adults at school care about them 6-8: 71 % of students plan to attend college after high school The results of the student survey indicate the overall need to improve students' reported feelings about safety and connection to school. Elementary students reported higher levels of feelings of safety and connection than middle school students. They also reported feeling happier at school compared to middle school students. Both elementary (86%) and middle school students (83%) believe their teacher wants them to succeed in class. However, much fewer students at both levels believe the adults at school care about them. These data have informed the actions planned for the 2023-24 school year including a new LCAP action focused on improving mental health support for students. Met "The 2023 survey of West Park School District teachers provided insight to inform the ratings of LCFF Priority 2: Implementation of State Standards. Teacher ratings ranged from low to high along the rating scale based on the teacher's years of experience and the grade level or content area of expertise. The overall ratings represent an average of the scores. The overall ratings at the ""Beginning Development"" level indicate areas where attention is needed to improve outcomes for students. One such area is the district's progress in implementing policies or programs to support staff in identifying areas where they can improve in delivering instruction aligned to academic standards. Programs may include effective use of teacher collaboration time, focused classroom walkthroughs by instructional leaders, and teacher mentorship opportunities for new teachers or teachers new to their grade level." 28JUN2023 2023 10625396112387 West Park Charter Academy 6 The West Park Charter Academy administered a student survey in Grades 3-12 to measure student perceptions of school safety and connectedness. The majority of students (65%) attending West Park Charter Academy are high school students. The other 35% are students in grades K-8. The results reported are high school students only because the data was disaggregated from the West Park School District student survey. 93% of students reported feeling safe at school 92% of students feel connected to school 88% of students are happy to be at West Park Charter Academy 99% of students believe their teacher wants them to succeed in class 95% of students believe the adults at school care about them 88% of students plan to attend college after high school The data indicate very high levels of student engagement in the West Park Charter Academy program. There is a high level of consistency between responses and the response rate for high school students was very high. The design of an independent study program by nature eliminates many of the circumstances that lead to students feeling unsafe at school such as student bullying and other unhealthy peer interactions that negatively impact a student's mental health. Student beliefs about the adults at West Park Charter Academy indicate positive student-teacher interactions. The one data element that is incongruent is the high percentage of students reporting they plan to attend college after high school, compared to the sharp decline in the graduation rate (46.8%). Further analysis of the student survey results is needed to understand this discrepancy. Met "The 2023 survey of West Park Charter Academy teachers provided insight to inform the ratings of LCFF Priority 2: Implementation of State Standards. Teacher ratings ranged from low to high along the rating scale based on the teacher's years of experience and the grade level or content area of expertise. The overall ratings represent an average of the scores. The overall ratings at the ""Beginning Development"" level indicate areas where attention is needed to improve outcomes for students. For example, an area that needs attention is the academy's progress in implementing policies or programs to support staff in identifying areas where they can improve in delivering instruction aligned to the academic standards. At West Park Charter Academy, programs to support staff in identifying areas where they can improve instruction may include professional development, teacher collaboration time, and teacher mentorship opportunities." 28JUN2023 2023 10625470000000 Westside Elementary 6 The LEA conducted a school climate survey and the following results were tallied. All 67% of students surveyed reported that school is safe and connectedness. LI 67% of students surveyed reported that school is safe and connectedness. EL 67% of students surveyed reported that school is safe and connectedness. The results of the climate survey revealed that the percentage of school connectedness is not where the district would like to be. The district will look into the data received from the surveys and determine the areas of need for improvement. The district will look to strengthen engagement opportunities in the coming year to promote more connectedness. Met 20JUN2023 2023 10625470135103 Yosemite Valley Charter 6 Our local education partner's input shows that 91% of students feel safe and connected to their school. The results identified the areas of strength in the YVCS school climate are rapid responses from most departments to provide support in all areas when students or families express a need. YVCS has identified that due to our non-classroom-based structure, the student's learning environment is their home which can create a barrier for the school and family to control the climate/environment for learning. Yosemite Valley Charter School has continuously increased efforts in staff education in several areas based on staff, family, and student needs. The following actions have improved the culture and climate of YVCS: daily office hours for families, office hours in specific areas, in-person community academic events, SEL teachers/classes, and family trail guides. The results of these actions are apparent in the survey results, graduation rates, and achievement scores. Met 22JUN2023 2023 10625470136523 Crescent View South II 6 In the spring of 2023, 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: * 99% of the students reported that they felt safe * 93% students 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% staff reported that they felt safe, and 100% staff 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 01JUN2023 2023 10738090000000 Firebaugh-Las Deltas Unified 6 DATA: CHKS student results (2022-23) from 2 key indicators were reviewed and reported in the 2022-23 LCAP. Gender and grade distribution from 652 students that completed the survey (Spring 2023) was (5th, 48% M, 52 F); (7th, 55% M, 43% F, NB 0, SE 2); (9th, 61% M, 39% F, NB 0%, SE 0%); and (11th, 49% M, 50% F, NB 1%, SE 1%). Responses of moderate and high levels for school “Connectedness” and “Feeling Safe and Feeling Very Safe” at school were: Connectedness: (5th, 64%) (7th, 46%) (9th, 50%) (11th, 50%) (A 6.8) Feeling Safe/Very Safe: (5th, 70%) (7th, 50%) (9th, 63%) (11th, 62%) (A 6.8) *M=Male, F=Female, NB= Non Binary, SE= Something Else DATA: 71%, 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. 66%, 5th graders reported an anti-bullying climate at school most/all of the time. 50%, 5th graders reported violence victimization. 34%, 7th graders reported school violence victimization in the past 12 months 1 or more times; 64% reported 0 times. 79%, 9th graders and 97%, 11th graders reported 0 incidents of school violence victimization. 26% of 7th graders; 42% of 9th graders and 49% of 11th graders reported alcohol is easy or very easy to obtain. 27% of the 7th graders; 43% of 9th graders and 55% of 11th graders surveyed reported that it was “fairly easy” and “very easy” to obtain marijuana. 12%, 5th grade students reported that it was “fairly easy” and “very easy” to obtain a vape. 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 08JUN2023 2023 10739650000000 Central Unified 6 "In the spring of 2023, Central Unified conducted a Panorama survey involving students, staff, and families, yielding important findings: For family members, the survey results showed that family engagement increased by 4%, and there was a 2% increase in the perception of a positive school climate. In contrast, students reported a 7% decrease in their perception of a positive school climate and a 2% decrease in feeling safe at school. Staff and teacher survey results indicated some positive trends, including a 3% increase in Staff-Family relationships and a 2% improvement in the perception of student mindset. However, there was a slight drop in the perception of a positive school climate. To address concerns related to school safety and a positive climate, Central Unified implemented several initiatives: - District-Wide Training: Comprehensive training for all office and support staff focused on engaging educational partners, enhancing customer service, and creating welcoming environments. - Facilities Improvement: Ongoing school improvement projects were carried out to support a positive and welcoming school environment. - Student Resource Officers: Additional student resource officer services were provided at secondary campuses to enhance safety. - Student Liaison Staff: More student liaison staff were hired to support students' well-being and safety. - Thinkery Services: ""Thinkerys"" at school sites offer a safe space for students to discuss their feelings and access tools to manage anxiety and anger. - Parent Involvement Coordinator: The district employed a Parent Involvement Coordinator to engage with parents and promote positive interactions at school sites. - Family Outreach Liaisons: Bilingual Family Outreach Liaisons were added at comprehensive school sites to support families and staff." Met Central Unified has set goals in its Local Control Accountability Plan to increase favorable responses regarding a positive school climate, family engagement, and perceived school safety, aiming to continually enhance the overall educational experience. 27JUN2023 2023 10739990000000 Kerman Unified 6 KUSD students in grades 3-12, staff, and parents participated in The Healthy Kids Survey last year. As Goal 2 of the LCAP noted, students returned to in-person learning feeling less connected and unsafe at school than indicated in the previous survey completed in 2019-2020. 78% percent of the 5th graders who completed the survey in 2019-2020 felt school connectedness, compared to 69% in 2021-2022. In 2019-2020, 79% of the 5th graders surveyed felt safe at school, compared to 74% in 2021-2022. At the middle school level, 74% of the 7th graders surveyed in 2019-2020 felt school connectedness versus 65% in 2021-2022. 75% of the 7th graders surveyed felt safe at school in 2019-2020 versus 64% in 2021-2022. The trend continues at the high school level. 56% of the 9th and 55% of the 11th graders felt school connectedness in 2019-2020, while 54% of the 9th and 52% of the 11th graders felt it in 2021-2022. As for feeling safe at school, 57% of the 9th and 60% of the 11th graders felt safe in 2019-2020, while 54% of the 9th and 57% of the 11th graders felt safe in 2020-2021. There is additional data that supports 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 34.2% in 2021-2022. As reported in Aeries, average daily attendance was 95.85% in 2019-2020, 95.98% in 2020-2021, 88.52% in 2021-2022, and 92.96% in 2022-2023. (All reports spanned from the first day of school until the end of the second week in May.) Notably, the average daily attendance is improving but is still not at the pre-COVID numbers. Another indicator of students not feeling connected and safe at school is increased behavior issues. Students who are disconnected and afraid tend to act out more than those who feel connected and secure. During the 2022-2023 school year, the MTSS Behavior Team was created to address these issues. The team meets regularly and has implemented the MAC and CHAMPS behavior models in all TK-8 classrooms. The high school will implement ACHIEVE in the 2023-2024 school year. Students take the mySAEBRS assessment to determine any social-emotional risk. Based on the evaluation, students who indicate a need are placed in small groups to receive counseling. 184 students are receiving counseling in one of 33 SEL intervention groups. Based on this data, KUSD added a behavior specialist in January 2022 and a second one in October 2022, who will work with District students with severe behavior issues. All school sites implemented the Positivity Project to address social-emotional learning. The District MTSS Leadership Team provided PD to all sites in the area of SEL. On August 10, 2023, the district will hold its first MTSS Symposium for all interested staff members. The workshops include SEL strategies, Positivity Project, Special Education, 504s and SST.s, Navigating Data, Collaborative Proactive Solutions, and many more. Met 15JUN2023 2023 10751270000000 Mendota Unified 6 Student safety is a district priority. The school district continues to make improvements in this area as outlined in the 2023/24 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, 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 improved on its offerings. 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. 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 and the conscious effort staff has 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. 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. 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 in the 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. Met 20JUN2023 2023 10752340000000 Golden Plains Unified 6 The key learning from the survey is that school connectedness is higher at the middle school than at the high school: 62% to 48%. The LEA has focused on providing SEL to all sites and so this finding is disappointing. This year, additional SEL will be provided at the high school in the form of counseling and college planning. Violence or perceived violence lower at the high school than at the elementary school: 84% to 55% suggesting that the high school's focus on behavior and consequences allowed students to feel safe. Use: The attendance and referral processes at the high school will be implemented district wide. Met 20JUN2023 2023 10752750000000 Sierra Unified 6 "In the 2022-23 academic year, Sierra Unified School District used 2 measurements to gain perspective of students' feelings of connectedness, belonging and safety at school. A local survey is completed 3 times a year, with local benchmark assessments. Outcomes compared to 2021-2022 of the same survey show a 3% decline in overall sense of safety, but within the academic year of 2022-2023 you can see an increasing sense of safey and sense of belonging at each benchmark. Perceived School Safety as measured in the California Healthy Kids Survey administered in February indicates that 76% of elementary students (Grade 5) feel safe at school, where junior high and high school indicate 69% and 50% respectively. The survey takes into account multiple topics around safety. The SEL survey will remain part of our current practice. Additonally, when individual student responses are pulled and reviewed correlations to a students sense of connectedness and their school attendance can be seen (Goal 4). As students are more engaged and present at school, their survey responses indicate a higher sense of connection to school. Data outcomes will be utilized to inform practices and seek input from families where results need to move toward improvement. Secondly, the California Healthy Kids Survey, administered in February 2023, collected similar data as the SEL survey above. The outcomes of this survey specifically measured student (Grades 5, 7, 9 and 11) perceptions of school safety and connectedness. Overall outcomes indicate that 62% of students surveyed feel connected to school and 65% of surveyed students feel safe while at school. Topics surveyed to inform connection to school at all grade levels include, but are not limited to, relationships with other students and adults on campus, availability of help at school with school work or personal issues, fair treatment of students in relation to discipline, inclusion and recognition. In the area of safety, questions about harassment, bullying and how it is addressed by the adults on campus are measured from a student perspective, witnessing or being involved in physical confrontations, the ability and availability to reach out for help is again measured in this area of questioning. At the secondary level, questions regarding the presence and availability of drugs, alcohol or paraphernalia are included in the safety portion of the survey. Sierra Unified families (178) participated in the CAHKS Parent Survey addressing the same topics as mentioned above. 17 % of those surveyed state that drugs or alcohol are a ""Large problem"" on campus, 23% of parents surveyed strongly agree that school is a safe place for their child , and 29% of parents strongly agree that the school involves them in their child's education, and accepts their input in decision-making. Going forward, the district is committed to restore and improve the culture and climate of its campuses for the safety and on-going education of its students." Met 28JUN2023 2023 10754080000000 Riverdale Joint Unified 6 To capture a valid measure of student perceptions of school safety, school engagement and connectedness, RJUSD conducted an internal survey in February 2023. Over 450 students, in grades 5 - 12, were surveyed. The ability to gather student perceptions was essential to understanding how students felt while being at school throughout the year. Of students surveyed, only 59% viewed school as either a very safe or safe place to be which was an increase from 55.5% the year prior. A new question was presented from previous surveys to gather a wider perspective on harassment or bullying occuring on campus. 41% of students stated they had either experienced or viewed a form of harassment or bullying in some fashion either in-person or electronically. 44.9% of students expressed that substance abuse was a problem on the high school level. School Engagement and Connectedness questions also indicated an increase in social-emotional concerns amongst students. In 2022-2023, only 56% of students felt they were connected with school, up from the previous year of 52%. Counselors shared data that indicated that increases in service occurred throughout the district in 2022-2023. Fipps Primary, grades TK-3rd, saw increases in behavior and anxiety amongst students. Riverdale Elementary, grades 4th - 8th saw increases in services for grades 4th - 6th while junior high focused on coping skills, ability to deal with depression and peer pressure. Riverdale High School actually saw a decrease in the number of services provided in 2022-2023 but the students served demonstrated greater necessity for services. In examining the data, 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 also expanded the number of psychologists in the district from one to two. RJUSD will continue to offer its PBIS program along with having a dedicated counselor at each school site working with students. The district established Student/Family Liaisons in the 2022-2023 school year. The goal was to provide another line of communication between students and families with school staff to offer support in a variety of methods. Liaisons were determined to be effective and will be continued in the 2023-2024 school year. Riverdale Joint Unified School District will continue to adjust their approaches of establishing a positive and supportive environment to meet the identified needs. The district is fully committed to following through or altering their approaches to support student needs in a positive and supportive school climate. Met 28JUN2023 2023 10755980000000 Caruthers Unified 6 The district surveyed all students in grades 5th-12th grades. From the last school year 21-22 the largest discrepancy that the district noted was school connectedness. It was a priority of the district to improve this and we had increases from last year! Feeling part of school up from 57% to 81%, feeling safe up from 51% to 86%. This is will continued to be a focus as we move forward. However, over 85% of students responded that teachers at this school want students to succeed in their classes. English Learners responded that over 73% feel that they receive the support they need from their teachers. Students are happy to be at school with a rate of over 80% and then a high percentage 85% of students stated that they plan on attending college or some other school after high school. The district has focused their efforts in student voice and incorporating new programs, expanding counseling and mental health services as well. We continue to work with teachers and staff to understand the specific needs of the students and their families. This work will continue to be an area of focus. The effects of the pandemic continue to be felt. Met 26JUN2023 2023 10767780000000 Washington Unified 6 "1. DATA: Washington Unified School District administered an LCAP survey that contained questions about school safety and student connectedness to students in grades 3-12. This allowed us to capture a valid measurement of student perceptions about school safety and connectedness Within at least one grade span. According to the survey, 72% of students feel safe at school and 94% feel that teachers want them to be successful. 76% reported that they are always happy, or happy most of the time at school. These results indicate that the majority of students surveyed feel safe and connected at school. Washington Unified maintains strong and effective relationships with students. The district sites are exploring a common SEL curricula that will bolster the efforts in this area even more. MEANING: Although these results are a stark improvement from a summer 2020 survey that was administered after school closure as a result of COVID-19, we continue to work on the feeling of safety and school connectedness. We noticed that when students came back to school in person, many students had social emotional needs that needed support. Some students had lost family members, others were afraid of getting sick by coming to school in person, and some needed social skills training to learn how to transition back at school Our schools developed ways to reengage students and families once classes returned to in person instruction. This involved creating student engagement teams on campus, developing an attendance team that monitored absences, and also a system to acknowledge the hard work of students. USE: We have been seeing our engagement numbers increase throughout this school year. Our schools will continue to engage students and families. Students are acknowledged for their hard work. Foe example, students that were reclassified this year, and their families, were invited to a big celebration in February. Each student was recognized for his/her achievement in English Language Development. Also, schools have resumed the monthly meetings, ""Coffee with the Principal,"" which are well attended by parents. Lastly, schools have held events such as Trunk or Treat, Family Literacy Night, and Bingo Night. These have all been very well received by students and families." Met 28JUN2023 2023 10767781030774 W.E.B. DuBois Public Charter 6 Data: From the findings of both our parent and student surveys, families reported predominately that they feel the learning environment for students are safe for them to learn. In our parent surveys approximately 90 percent have reported satisfaction with our response to discipline. Students reported feeling safe, though there was an increase population of students who were only somewhat satisfied with our response to discipline, with under 20 percent feeling that the learning environment wasn't safe for them to take academic risk. We held focus groups with both parents and students to discover better ways in approaching discipline, and to identify areas of growth. From our educational partners total feedback, there was an increase desire for transparency when dealing with discipline issues, as well as increasing our course offerings to be more rigorous to challenge students academically. From our climate study, we learned that our students across our LEA have a desire to take AP courses. We are piloting an AP program this year in response to both parent and student feedback to provide them with increased opportunities to challenge students to take academic risk, to promote safety in learning. Met 30MAY2023 2023 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 22JUN2023 2023 11101160124909 Walden Academy 6 Survey question from 4th and 7th grade results indicate: Q:I feel like I belong at Walden Academy 4th: 84% agree or strongly agree 7th: 75% agree or strongly agree Q:I feel safe at Walden 77% agree or strongly agree 83% agree or strongly agree Q:Teachers encourage me 93% agree or strongly agree 83% agree or strongly agree Q:Teachers care about me 85% agree or strongly agree 83% agree or strongly agree Parent surveys indicate: 85% of parents believe their maintains a positive school climate in which my child feels safe and has a sense of belonging. 87% believe their child is motivated to do well at school. Met 06JUN2023 2023 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. 91.2% 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 97.1% 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. 94.1% of students agree that Success One! ensures academic success of all students including underrepresented student (Foster Youth, English Learners, Economic Disadvantage Students) by being culturally and linguistically responsive to the needs of all students. To keep supporting the students academic and social emotional needs, 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 22JUN2023 2023 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 than 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 and staff training began in the spring semester 2023. Communication tools have been reviewed and evaluated for effectiveness with new families to identify causal factors of observable low engagement in comparison to families maintaining prolonged enrollment. Met 22JUN2023 2023 11625540000000 Capay Joint Union Elementary 6 Areas which have been identified as needing significant improvement are: *Capay Joint Union Elementary School District has been placed in Differentiated Assistance (DA) for Chronic Absenteeism and Suspension Rates amongst Hispanic students. Below you will find the specific numbers from the CA Dashboard justifying said placement. -15.3% chronically absent -2.3% suspended at least one day 1. The overall performance of all students in ELA and math as identified by local measures and Smarter Balance test scores. We will continue to focus on improvement for all students especially students who are English Learners and/or Socioeconomically Disadvantaged in the upcoming year. 2. Lower the suspension rate among English Learners. 3. Lower the chronic absenteeism rate among English Learners. 4. Create a positive school climate where students feel emotionally safe and confident and are eager to come to school. The steps we will take to address those needs are: 1. Continue implementation of the Benchmark Advance ELA Curriculum. 2. Continue to target our English Learners and/or Socioeconomically Disadvantaged students for interventions during the school day with our Education Specialist, Bilingual Aide, RtI Program, and the After-School Program. 3. Systematically track student progress toward meeting grade level targets by using Benchmark and Dibles assessment tools three times throughout the year. 4. Engage parents in more regular communication through phone calls, Remind app, email and in person meetings to build a relationship of trust and support of the school. Overall, Capay Elementary's LCAP will address these goals by implementing targeted interventions, providing professional development opportunities, allocating resources, and fostering collaboration among stakeholders. Regular monitoring and evaluation will ensure that progress is measured, and adjustments are made as necessary to support the improvement of all students, with a particular focus on Hispanic learners. Met 29JUN2023 2023 11625960000000 Lake Elementary 6 1 and 2. Only 55.9% of students often or always like school, indicating that more needs to be done to create a positive and engaging learning environment for students. Only 56.4% of students often or always behave in class so they can learn, indicating that there may be a lack of discipline or classroom management strategies in place to support students' learning. Only 58.1% of students often or always treat each other well, indicating that there may be a need for more attention to social-emotional learning and addressing issues of bullying or other negative interactions among students. Although 69.3% of students often or always feel safe at school, there is still room for improvement in ensuring that all students feel secure and protected in their learning environment. While 75.8% of students often or always get along well with other students, this still leaves over 20% of students who may be struggling with peer relationships or feeling isolated. Although 69.4% of students often or always do well in school, it would be beneficial to explore way to explore ways to support the remaining 30% of students who may be struggling academically. Overall, these data points suggest that the district should continue its focus on creating a positive, safe, and inclusive learning environment that promotes student engagement and success both academically and socially. Based on the data provided, an area of need is to improve the proportion of students who feel they fit in at school. While 74.6% of students somewhat or strongly agree that they feel like they fit in, this still leaves over 25% of students who do not feel like they belong. This can have negative consequences for their academic and social development, as well as their overall well-being. Another area of need is to improve the proportion of students who feel like they are treated fairly at school, regardless of their appearance or academic ability. While there are high levels of agreement that teachers treat students with respect and that students are recognized for good behavior, there is still a significant proportion of students who do not feel like they are treated fairly. Finally, there is a need to address behaviors in classrooms that prevent teachers from teaching so that students can learn. Over 60% of students somewhat or strongly agree that behaviors in classrooms interfere with learning, which can have negative consequences for their academic success. To address these areas of need, schools can implement various strategies, such as creating a welcoming and inclusive environment, promoting positive relationships between students and teachers, providing opportunities for students to connect with each other, promoting equity and fairness, implementing clear behavior expectations and consequences, and using evidence-based instructional strategies that meet the diverse needs of all learners. Met Additionally, schools can actively solicit feedback from students and use that feedback to inform their efforts to create a positive school environment. To address this, the school could consider implementing strategies to increase parental involvement, such as offering opportunities for parents to volunteer, providing regular communication and updates about school activities and events, and creating a welcoming and inclusive environment that encourages parents to become more involved in the school. Additionally, the school could consider implementing strategies to promote positive student behavior and acknowledge good behavior in ways that are visible to parents, such as through school newsletters, social media updates, or other forms of communication. Post-construction, the district should continue to take steps to improve the maintenance of the buildings and facilities to ensure that they are clean and safe. This could involve conducting regular inspections and repairs, hiring additional maintenance staff, or establishing a system for reporting and addressing maintenance issues. This could involve conducting regular inspections and repairs, hiring additional maintenance staff, or establishing a system for reporting and addressing maintenance issues. Take steps to address any safety concerns that staff or students may have. The school should continue to promote high standards for achievement, and recognize students for positive behavior regardless of background 20JUN2023 2023 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 that the students looked forward to school each day and their teacher was engaging, connected with the family, and provided academic support to the student. Students shared how they 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 07JUN2023 2023 11626380000000 Plaza Elementary 6 Overall ,students reported on the 2022 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. During the 2022-23 school year the District created a Long Term Strategic Planning committee that involved board members, teachers, classified and support staff, and parents. One primary area of focus was community engagement. The District administered a survey to all 3rd-8th grade students that asked students what they liked about Plaza School and what changes they would like to see. Met 08JUN2023 2023 11626460000000 Princeton Joint Unified 6 54% - Students feel school is safe or vary safe. 52% -Adults really care about students. 64% -has high expectations for students 53% - feel connected to school 7th - 8th grades CKH Responses: 73 % - Feel School is safe 76 % -Adults really care about students 76 % -has high expectations for students 62% - feel connected at school Prior years data show a significantly more positive outlook on student safety than this most recent survey. We attribute this to the group of students that took the took the most recent. survey The school has a very low suspension rate and hasn't had a physical altercation in years. We will re-evaluate this data after the next CHKS which will be given this year. Met 27JUN2023 2023 11626530000000 Stony Creek Joint Unified 6 Local Climate Survey Summary Data based on student surveys March and April 2022. Data from the Healthy Kids Survey not available. 2021-2022 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 choice at the high school. Drug and alcohol intervention program. Better preparation for post graduation in terms of budgeting, trade school opportunities, interviews. Increase communication form school to home. Better classroom management. 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. Met 28JUN2023 2023 11626610000000 Willows Unified 6 According to the results of the California Healthy Kids Survey 2021-2022 and the LCAP Survey 2022-2023, students generally perceive school as a very safe or safe place (73% at the elementary school level; 65% at the intermediate school level; and 54% at the high school level). With 7.5% of the students at the high school and 3% at the intermediate reporting being involved in a physical altercation at school and 1% of student behavior infractions were related to weapon possession on school property; while over 52% 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). In addition, current modernization of cafeteria services at the elementary and high school will bring about a return to homemade meals and greater satisfaction. Contingent upon funding and available personnel, Willows Unified School District will investigate opportunities to provide more electives at the secondary level. The district has hired and maintains at least one full time counselor at every school site to, among other things, help increase parent and students’ knowledge and skills in college and career planning; understand graduation requirements and academic 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 post-secondary studies. This advisor has begun working with this group since middle school and will continue to work with the same cohort group until graduation. While adding a Campus Supervisor at the high school for student supervision support, 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. Investing in a part-time Director of Student Attendance, WUSD continues to work closely with the School Attendance Review Board (SARB), the Community Health Department, and the Glenn County Office of Education to assist in 2023 Local Performance Indicator Self-Reflection for Willows Unified School District Page 13 of 17 student interventions, parent education, and staff professional development. The additional implementation and support from the county-led PRISM (Promoting Resiliency In Student Mental Health) team, complete with mobile operations units, provides essential social and emotional support services throughout the district. The blessing of receiving our recent CCSPP Met 12JUN2023 2023 11754810000000 Orland Joint Unified 6 The LEA recognizes the significance of the survey findings and is committed to taking action based on the results. A multi-tiered approach will be implemented to address the identified areas for improvement. This includes: Strengthening school safety measures: Proactive measures will be taken to address bullying incidents and promote a safe and inclusive learning environment. This may involve implementing restorative justice practices, providing social-emotional learning opportunities, and enhancing supervision and monitoring systems. Building positive relationships: Efforts will be made to foster positive relationships between students, teachers, and staff members. This can be achieved through mentorship programs, advisory periods, and professional development for educators to promote culturally responsive and trauma-informed practices. Ongoing data monitoring: The LEA will continue to collect and analyze data on school climate to monitor progress and identify emerging trends. Regular review of survey data, incident reports, and disciplinary records will inform decision-making and guide interventions. In conclusion, the analysis of the local climate survey provided valuable insights into student perceptions of school safety and connectedness. The LEA acknowledges the areas of improvement identified and is committed to implementing strategies that create a safe, inclusive, and supportive environment for all students, with a specific focus on addressing the needs of marginalized student groups. Continuous monitoring and evaluation will ensure that progress is made and student experiences are enhanced. Met 27JUN2023 2023 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 07JUN2023 2023 12101240000000 Humboldt County Office of Education 6 The district administers the California Healthy Kids Survey (CHKS) every two years and also administers local surveys to all students each school year. The district reviews the data to ensure that school climate, engagement, and safety remain priorities. The CHKS survey results showed that 79% of students that completed the CHKS reported feeling safe at school; 74% of students who completed the CHKS reported feeling connected to school. The district strives to increase belonging and connectedness at school. The district is adding a Student Leadership Group to guide student voice and authentic engagement. Parents and families are invited to multiple Family Nights each school year to gather feedback and increase belonging at school sites. The district worked with the Safety Committee to review campus safety and identify any areas of need. The sites increased campus safety including security cameras and improved lockdown procedures. The district will continue to utilize the Safety Committee to review data, school plans, and surveys to ensure progress is made each year. Met 14JUN2023 2023 12101240134163 Northcoast Preparatory and Performing Arts Academy 6 School climate surveys indicate that the great majority of NPA students either agree or strongly agree that the school is successful in maintaining a safe and healthy climate. 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 06JUN2023 2023 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 36 responses from our participants, our participation rate is much lower than in past years. A breakdown of participants is as follows: 3 students, 28 parents/guardians, and 5 staff members participated in the School Climate Survey. This is about the same amount of parents as last year, but far fewer staff completed the survey this time. Of the three students who participated in the survey, two 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, one student participated in the survey process. The student who participated stated that their school places a high priority on school safety. Twenty eight parents/guardians participated in the survey with 92.9% of the parents/guardians responding that they felt that Northern United - Humboldt Charter School placed a high priority on their student's safety. Of the parents responding, 85.2% responded that they are provided ample opportunities to participate in their student's education. Five staff participated in the survey with 100% stating that they feel connected to their students. Staff also responded with 100% of those who responded stating they are satisfied with the level of professional development being offered to them. 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. Met 29JUN2023 2023 12101246008221 Agnes J. Johnson Charter 6 The 2023 Survey results are from Parents, Staff, Students, and Board Members. 28 of 62 families responded (45%). 15 of 20 staff responded (75%). 57 of 93 students plus the TK/K/1 class who answered together as one responded (81%). 5 of 5 Board members responded (100%). Therefore, all data is reliable. Parent Survey Results - What do you like most about the Charter School? 1- Enrichment Program (Gardening, STEAM) 2- Small Class Size 3- Teachers What areas can the Charter School Improve? 1- Athletics 2- Communication 3- Facilities 4- Parent Involvement Which goal is your highest priority? 1- Facilities/Textbooks/Technology/Teachers 2- Positive School Climate AND Academic Progress AND High Student Achievement 3- Enrichment Program - Gardening, STEAM Student Survey Results- What do you like about our school? 1. Friends 2. STEAM 3. Teachers What do you think our school should improve? 1. Garden 2. Sports/Activities 3. Small Class Size Priorities What should our school focus on? 1. Students know what subjects/skills they should practice 2. Students feel safe at school 3. Classes to prepare me for college/career 4. Student come to school every day and on time 5. Students get better grades 6. Parents get more involved Met 15JUN2023 2023 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 2022/2023 survey responses regarding school climate: Students 68% of students indicate they “feel safe at school.” (2022/2023; no change) 65% of students are identified as having caring adults at school. (2022/2023, up 1%) Staff 95% of staff ""agree"" or ""strongly agree"" that they feel safe at school. (2022/2023; down 2%) Parent/Guardian 95% of parents/guardians indicate school is a safe place for their child. (2022/2023; up 7%) 65% of parents/guardians agree or strongly agree that their school provides instructional materials that ""reflect my child’s culture, ethnicity, and identity."" (2022/2023; up 2%) Summary: Based on the survey conducted in Fall 2022, 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 remain relatively low, but it is encouraging that parents/guardians and staff have positive safety perceptions regarding their schools." Met 20JUN2023 2023 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. 98.2% of respondents agree or strongly agree 2. I am provided an opportunity to participate in the school's decision making process. 94.8% agree or strongly agree 3. Fuente Nueva demonstrates a commitment to meet my child's individual needs. 88.7% agree or strongly agree 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 connected to other students and people at my school: 81.3% Yes, most or all of the time 2. I am happy at school: 86.2% Yes, most or all of the time 3. I feel like I am part of this school: 88% Yes, most or all of the time 4. The Teachers at this school treat students fairly: 82.8% Yes, most or all of the time 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 similar to last year's school climate. As a school, we will continue to prioritize mental health and wellbeing. 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 9 out of 10 agree or strongly agree, 1 disagrees. 3. Teachers feel connected to each of their students. 9 out of 10 agree or strongly agree, one disagrees. 4. Teachers feel safe at school: 9 out of 10 agree or strongly agree, 1 disagrees While the majority of teachers report connectedness and collaboration among peers at the school, one disagrees which is a cause for pausing to reflect on how we can do better. The one teacher who reports feeling unsafe at school attributes that feeling to the number of mass shootings that occur around the country, not the specific conditions at Fuente Nueva. The leadership will continue to offer opportunities for input and constructive feedback for the team as a whole to increase safety and collaboration for all. Met 21JUN2023 2023 12626790111708 Union Street Charter 6 In 2023 over 97% 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 2023 91% 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 restorative practices, mindfulness lessons, and conflict management. This has been effective as last year there was only a 75% agreement about school climate. Met 21JUN2023 2023 12626790137653 Redwood Coast Montessori 6 "Based on the CalSCHLS Survey: Student Survey: 81% of Students ""Agree"" or ""Strongly Agree"" that ""I feel safe in my school."" 89% of students indicate that ""There is a teacher or some other adult from my school who really cares about me."" Parent Survey: 96% of Parents/guardians ""Agree"" or ""Strongly Agree"" that ""This school is a safe place for my child."" 100% of Parents/guardians ""Agree"" or ""Strongly Agree"" that ""This school has adults who really care about students."" Staff Survey: 100% of Staff ""Agree"" or ""Strongly Agree"" that ""This school is a safe place for students."" 93% of Staff ""Agree"" or ""Strongly Agree"" that ""This school is a safe place for staff."" Given these survey results, there is an overall sense of safety for students and staff at school. The most noticeable area for needed focus is in the area of student's sense of having caring adult at school. While most students reported that there is an adult at school who cares about them, the goal is for all students to feel this same sense of support. Some of the actions outlined in previous sections are designed to help provide additional support. Both the focus on student assessment and tracking, the refocusing of the resource center to include more student supports, and the planned use of social worker interns are all designed to provide additional supports for all students and families." Met 21JUN2023 2023 12626796120562 Coastal Grove Charter 6 Not Met 2023 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. 67% 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, which is up from 64% in prior year. 58% of all students felt the school is safe or very safe, which is down from 66% in prior year. 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. In addition, the district is implementing an program (Acorn) to provide additional supports to 9th and 10th grade student who are at risk of falling behind in credits. Met 27JUN2023 2023 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 2022 to 9th, 10th, 11th, and 12th-grade students, with 94% of students responding. 69% of the students agreed or strongly agreed that they felt connected to the school. 64% of the students felt safe at school. Additionally, students were surveyed via the 2022 NHUHSD survey, and 70% of students responded. 85% of students who were surveyed felt safe at school, and 92% 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 62% feel safe and 68% feel the school is welcoming. Families were surveyed via the 2023 Spring NHUHSD survey. 8% of families participated in the survey. 89% of families felt the school was safe and 89% 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 89% feel safe and 78% feel the school is welcoming. 70% of certificated and classified staff were surveyed in the same 2023 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 (neutral, agreed, or strongly agreed). If we limit this to staff who agreed or strongly agreed and take out those who scored neutral, then 72% feel safe and 86% enjoy coming to school each day. 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 27JUN2023 2023 12626870124263 Laurel Tree Charter 6 We did our school climate survey two years ago and are gearing up to do a more substantial survey using questions from Panorama Education - specifically the questions around School Fit, School Climate, Barriers to Engagement, and School Safety. We will be assessing this new data and looking to see how we can use our Family Inclusion Group to address any areas of need. FIG recently put out a survey to connect teacher needs with family talent to increase the amount of parent connection and participation at Laurel Tree. We will also be using that data to see if we can streamline parent volunteer activities. Met 27JUN2023 2023 12626950000000 Big Lagoon Union Elementary 6 In the Spring of 2023 a paper and digital survey was completed by staff, parents, and students. Nine students responded from grades K-6. 78% of those students claimed they feel like part of the school and 22% said they sometimes feel like they are part of the school. 56% said they have an adult they can talk to at school and 33% said they sometimes feel they have an adult they can talk to at school. 44% said they always feel safe at school and 56% said they sometimes feel safe at school. Narrative responses from students shared that they liked the food, the people, and outdoor activities. Areas for improvement focused on increased social emotional support and intervention from staff. Based on this data, the LEA will provide additional training to staff and increase social emotional supports to students. Met 13JUN2023 2023 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 many areas and can continue to improve increased family participation and ensure that students feel treated well by all staff. Met Staff Survey on Climate 93% strongly agree or agree students feel safe and connected to the school. 93% strongly agree or agree the school staff treat all students with respect 93% strongly agree or agree they feel supported by school staff and welcome to participate. 89% strongly agree or agree the school staff treat all students with respect. 100% strongly agree or agree the school staff are responsive. Family & Community Survey on Climate 93% strongly agree or agree students feel safe and connected to the school. 93% strongly agree or agree the school staff treat all students with respect 93% strongly agree or agree they feel supported by school staff and welcome to participate. 89% strongly agree or agree the school staff treat all students with respect. 100% strongly agree or agree the school staff are responsive. Student Survey on Climate I feel like I am a part of this school and welcome to participate. • 91% Yes, all of the time or some of the time • 9% No, Never • 0% No Response I feel safe and connected to the school? • 87% Yes, all of the time or some of the time. • 15% No, Never • 0% No Response 28JUN2023 2023 12627290000000 Bridgeville Elementary 6 Bridgeville School is committed to promoting a supportive academic, disciplinary, and physical environment; and encouraging and maintaining respectful, trusting, and caring relationships throughout the school community. After surveying our families and students, Bridgeville School has implemented a new bulling policy and an effective incentives reward program to encourage positive behavior. Bridgeville School has seen a decrease in behavioral problems since implement the rewards system. Bridgeville school continues to provide facilities upgrades providing students with a safe and comfortable learning environment which encourages students to want to come to school and increase attendance. Not Met For Two or More Years 14SEP2023 2023 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, depending on the any given year. The current data was gathered 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 (93% 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 (87%) at school. All students are aware that they have access to no-cost meals at school (100%). The vast majority of students (92%) are aware of social/emotional counseling services provided by the district to support students needs in that area. Students agree that the school campus is clean and well-maintained (96%), and that they have access to the necessary instructional materials including technology (98%). Met 21JUN2023 2023 12627450000000 Cutten Elementary 6 Student input is collected through a student survey. Of 336 third through sixth grade students, 191 responded. The following percentages represent the students who selected OFTEN/ALWAYS as their response: 54.8% I like school 73.4% I do well in school. 94.5% School wants me to do well. 87.1% There are clear rules for behavior. 83.6% My teacher treats me with respect. 74.3% Good behavior is noticed. 78.8% I get along with other students. 81.1% I feel safe at school. 59.6% Students treat each other well. 89.3% There is an adult at school who will help me. 59% 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. Every category showed a slight decline as per student response on the survey except for 'good behavior is noticed'. The areas of most concern are those 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, an additional School Principal to support the social and emotional learning (SEL) for all students, and an Expanded Learning Community Coordinator to support the unduplicated 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. Ridgewood has been placed in the ATSI program for two local indicators: supspension rates in the category of students with disabilities, and chronic absenteeism within our hispanic and students with disabilities demographics. We will continue to utilize our school social workers to monitor our atttendance data, reach out to families who are encountering challenges to getting their student/s to school, continue to use restorative practices and alternaties to suspensions whenvever possible, and to organize and implement resources for students who are having behaivor challenges. Met 26JUN2023 2023 12627940000000 Fieldbrook Elementary 6 1. 71% of families responded the LCAP and Climate survey, 2023 1a. 96 % felt school was safe 1b. 98 % felt connected 2. 92% of students responded the Climate survey, 2023 2a. 78 % felt school was safe 2b. 93 % felt connected 3. 75% of staff responded to the climate survey, 2023 3a 100% felt school was safe 3b 84% felt connected Based on our data, the district is focused on supporting our student's social and emotional well-being. We have increased our SEL offerings to include a growth-mindset education and adjusted our staffing to include more opportunities for students to access 1:1 counseling services. Met 29JUN2023 2023 12628100000000 Fortuna Union High 6 Unfortunately, there was an error at WestEd and we only received California Healthy Kids Survey data for one site. Data for that site supported continued support for SEL needs as well as room for growth when it comes to parent engagement. Otherwise the data were not robust, being that it was at a smaller site, and FUHSD plans on administering the survey again next year. Met 20JUN2023 2023 12628280000000 Freshwater Elementary 6 The California Healthy Kids Survey is given to students annually, but due to administering the survey in the spring we report lagging data from prior year. In 2021-22, 87% of Freshwater Elementary students responded that they agree/strongly agree that Freshwater School is a safe place. The California Healthy Kids Parent Survey is given to parents at Freshwater Elementary annually. The results from 2021-22 are as follows: 1 – School seeks input before decisions = 68% agree/strongly agree 2- School encourages parent partners = 85% agree/strongly agree 3 – School welcomes parents to participate at school = 80% agree/strongly agree The California Healthy Kids Staff Survey is given to staff at Freshwater School District annually. In 2021-22, 94% of Freshwater Elementary staff responded that they agree/strongly agree that Freshwater School is a safe place to work. Met 28JUN2023 2023 12628286116289 Freshwater Charter Middle 6 In 2021-22, 84% of Freshwater Charter Middle School students responded that they agree/strongly agree that FCMS is a safe place. The California Healthy Kids Parent Survey is given to parents at Freshwater Charter Middle School annually. The results from 2021-22 are as follows: 1 – School seeks input before decisions = 94% agree/strongly agree 2- School encourages parent partners = 94% agree/strongly agree 3 – School welcomes parents to participate at school = 91% agree/strongly agree In 2021-22, 100% of Freshwater Charter Middle School staff responded that they agree/strongly agree that Freshwater School is a safe place to work. Met 28JUN2023 2023 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. The disaggregated results from our survey indicate that students enjoy a sense of belonging while attending Garfield School. while at school. Garfield school district will focus on creating additional opportunities for student disconnectedness in the 2023-24 School Year. Met 15JUN2023 2023 12628510000000 Green Point Elementary 6 School Climate – Student Survey (22-23) Rating Percent Responding I feel close to people at this school Strongly disagree Disagree Neither disagree or agree 33% Agree 56% Strongly Agree 11% I am happy to be at this school Strongly disagree Disagree 22% Neither disagree or agree 11% Agree 56% Strongly Agree 11% I feel like I am part of this school Strongly disagree Disagree Neither disagree or agree 33% Agree 44% Strongly Agree 22% The teachers at this school treat students fairly Strongly disagree 22% Disagree Neither disagree or agree 44% Agree 33% Strongly Agree I feel safe in my school Strongly disagree Disagree 22% Neither disagree or agree 11% Agree 56% Strongly Agree 11% *with less than 10 respondents in each grade span, the rating is included for K-12 School Climate – Parent Survey (22-23) Rating Percent Responding Teachers at this school communicate with parents about what students are expected to learn in class Strongly disagree Disagree Neither disagree or agree 33% Agree 67% Strongly Agree Parents feel welcome to participate at this school Strongly disagree Disagree Neither disagree or agree Agree 67% Strongly Agree 33% School staff takes parent concerns seriously Strongly disagree Disagree Neither disagree or agree 67% Agree 33% Strongly Agree *with less than 10 respondents in each grade span, the rating is included for K-12 School Climate – Teacher Survey (22-23) Statement X District* Rating Percent Responding Teachers feel connected to all staff and regularly collaborate with other teachers Strongly disagree Disagree Neither disagree or agree Agree 100% Strongly Agree Teachers feel connected to each of their students Strongly disagree Disagree Neither disagree or agree Agree 50% Strongly Agree 50% Teachers feel safe at school Strongly disagree Disagree Neither disagree or agree Agree 50% Strongly Agree 50% March/April 2023 results for feeling a sense of safety and school connectedness: Student Survey: 66.7% agreed or strongly agreed, 11.1 % marked neutral, 22.2 % disagreed Staff Survey: 100% agreed or strongly agreed Parent Survey: 100% agreed Data indicates a need for Social Emotional Learning to improve connections and a feeling of safety for students. Met 22JUN2023 2023 12628850000000 Hydesville Elementary 6 A survey was distributed to 4-8th grade students in May of 2023. 1. 94.4% indicated that they agreed or strongly agreed they felt safe at school. 90.4% agreed or strongly agreed they felt that their teachers cared about them. 71.2% of students reported that they are enjoy attending school and 72.6% 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 19JUN2023 2023 12628930000000 Jacoby Creek Elementary 6 Our school district administers the full California Healthy Kids Survey every other year and the mini surveys or classroom conversations on the opposite years. The California Healthy Kids Survey was not given this school year. Instead, each classroom teacher hosted a focus group with their student or surveyed them using the following questions. 1. Things that help JCS students feel safe and included are.... 2. Things that help JCS student to do their best academic work are..... 3. What are things that could be improved or changed at JCS to make students feel safe and included? 4. What are things that could be improved or changed at JCS to support students in academic learning? Students expressed that kind and supportive friends and staff at school are what help them feel most safe and included. They mentioned that our new camera and intercom system make them feel safer at school.Themes for improvement included better maintained facilities, cleaner bathrooms, and more access to our nature area. There was also a theme that students would like to have better lunch options. 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 12JUN2023 2023 12629010000000 Klamath-Trinity Joint Unified 6 Not Met 2023 12629190000000 Kneeland Elementary 6 Parent and community surveys are distributed annually. Response rates: 60% from families, 100% from students, 100% from staff. 83.% of responses indicate that parents believe their children have access to California State Standards (the remaining 16.7% were neutral). 66.7% agree their children's classroom experiences were preparing them for the next level of education (33.3% reported neutral). 91.7% agree or strongly agree the LEA fosters a nurturing, healthy environment. 75% felt the school was inclusive. 75% felt morale was high. The overall results of surveys and educational partner input indicates a positive and welcoming school climate overall. Further efforts will be made to increase the 75% scores to a minimum of 80% through more written communications, and more opportunities for parent volunteering. Met 12JUN2023 2023 12629270000000 Loleta Union Elementary 6 Students in grades TK-8 participated in Belong Circles and listening sessions facilitated by True North as part of the Community School initiative. Approximately 75 students participated in the activities and provided feedback on topics on preferred learning activities and campus security. In a separate local survey, 72% of students said they feel safe at school and 96% of students surveyed said they had an adult to talk to. 100% reported that they had friends at school. 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. The ongoing MTSS and Community School implementation will provide a framework for these efforts. Met 22JUN2023 2023 12629350000000 Maple Creek Elementary 6 Voluntary surveys were provided to all students, parents, and staff to gain a sense of school connectedness. 78% of student participated. 83% of parents participated; 100% of staff participated. All participants reported feeling safe; Staff and parents felt connected to the school. 86% of students feel connected to the school. 71% of students are happy to be at this school, 22% are sometimes happy to be at school. Data indicates a need for Social Emotional Learning to improve connections and a feeling of safety for students. Met 23JUN2023 2023 12629500000000 McKinleyville Union Elementary 6 "In 2023, 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 2023 are as follows: 56% of 7th graders indicate they feel safe at school ""most of the time"" or ""all of the time."" 78% of 5th graders indicate they feel safe at school ""most of the time"" or ""all of the time."" 75% of 5th graders feel they have a caring adult at school, 63% of 7th graders feel they have a caring adult at school. 95% of parents indicate they feel safe at school ""most of the time"" or ""all of the time."" Based on the survey results conducted in the Spring of 2023, 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 For Two or More Years MUSD continues to develop our Multi-tiered systems of support. With fully trained administrators, the site based teams regularly review data and iterate our support system to improve outcomes for all students in the area of school safety and connectedness. 09AUG2023 2023 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 and provide an opportunity for input activities they would like to participate in at school. 2019/20 2020/21 2021/2022 Improved Suspensions 5.6% 3.8% 0% Yes Expulsions 0 0 0% Met 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 and provide an opportunity for input activities they would like to participate in at school. YEAR 2019/2020 2020/2021 2021/2022 Suspension 5.6% 3.8% 0% Explusions 0% 0% 0% 08JUN2023 2023 12629760000000 Pacific Union Elementary 6 Our LEA administered the California Healthy Kids Survey during the 2022-2023 school year. A local engagement survey was also developed by administration with input from Site Council. Educational partners feel that Pacific Union School is a true community based school. Staff, families, and students feel welcomed and valued at school 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 are available and responsive to their children and families. Appreciation Written Feedback Trends: Community feel (an overwhelming amount of responses about how PU is a “family.” Teachers and staff Diversity that PU offers The K-8 grade experience Kids love going to school Learning respect as well as the academics Responsive and attentive to safety Buddy classes Extra opportunities (music, garden, art, mindfulness, sports) 2023 Local Performance Indicator Self-Reflection for Pacific Union School District Page 13 of 14 Extra resources, intervention, additional academic support Aftercare Areas to Grow in: Bathrooms updated (warm water, non gendered spaces, repainting) Smaller class sizes (intermediate grades) More communication between parents and teachers in upper grades Continued academic support Healthier food choices Enrichment opportunities (art, music, dance, garden, languages, Spanish) More sporting opportunities Trash pick up (all people included) Consistent HW expectations Reading and writing curriculum in Jr. High Math curriculum across the grade levels Technology Curriculum (digital citizenship, social media) Access to grades/assignments in intermediate grade levels Met 13JUN2023 2023 12629760115154 Trillium Charter 6 Trillium surveyed families and students to collect program feedback, including ELOP break camp satisfaction surveys, independent study program planning, LCAP family engagement, and student feedback. We also collected staff input through weekly staff planning meetings, school safety planning, and collaborative program design. 95% of the family feedback collected was positive and satisfaction with student academic progress, the handling of social-emotional development, and continued community building. There was a singular but loud criticism of our school staff regarding equity concerns that has been the impetus for some internal reflection, mediated conversations, and additional staff development. These concerns are also being included in our equity audit to assure all school policies and communications are equatable and inclusive, and that all students and families feel welcome at our school. Met 14JUN2023 2023 12629840000000 Peninsula Union 6 Surveys were conducted through our wellness center and collected data from grades 5 through 8. Areas of strength include students reporting 80% or higher rates of having someone they feel safe to talk to, and growing their skills in self regulation. We will continue this work and assessment to find students who are not feeling connected to a safe adult and increase their opportunities to build relationships. Studies show that students with at least one adult on campus they feel safe to talk with are far more successful academically and personally. Met 13JUN2023 2023 12630080000000 Rio Dell Elementary 6 The district gave the California Healthy Kids Survey to students in 5th through 8th grades for the 2022-2023 school year, but that data has not been received by the district yet. We continue to use district wide check ins with our SEL learning and the implementation of our full time school counselor. Met 21JUN2023 2023 12630240000000 Scotia Union Elementary 6 The California Healthy Kids Survey is administered every two years. Due to a small number of students in each grade level, the LEA chose to survey fourth-seventh grade students in the Spring, 2023, administration. 72% of 4-6 graders, and 77% of 7th graders, feel safe or very safe at school all or most of the time. Though this is the majority of the LEA's students, there is room for improvement. The LEA has changed its procedures walking to and from the playgrounds and cafeteria in order to add additional adult supervision. Additional adult supervision has also been added to both the cafeteria and the playground. Staff members have been trained in playground safety and active assailant response, and safety drills are conducted regularly. The LEA is also adopting PBIS as part of its multi tiered system of support for all students. According to the survey, 69% of 4-6 graders, and 55% of 7th graders, feel connected to school all or most of the time. The school has added layers of support for all students, including weekly classroom circles, listening groups, and training for all staff on trauma-informed practices. The staff's focus is to personally connect with students who may not feel they are a part of the school, so that each student at the school has at least one adult that they are connected to, can trust, and can rely upon for support. Met 21JUN2023 2023 12630320000000 South Bay Union Elementary 6 The 2021-2022 Data Results are as follows: 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. Met 21JUN2023 2023 12630320111203 Alder Grove Charter School 2 6 From 2021-2022 Student Survey: I am proud to be a student at Alder Grove: 100% strongly agree/agree I am satisfied with the education that I am receiving through Alder Grove: 83% When I am on campus students are treated fairly: 76% strongly agree/agree (5% unsure/not on campus) When I am on campus, adults treat with me respect: 76% strongly agree/agree, (5% Unsure/never on campus) When I am in an AGCS virtual class or virtual lab, adults treat with me respect: 65% strongly agree/agree, 30% unsure/never on campus I feel safe while I am on campus: 87% Strongly agree/agree I feel safe while I am in AGCS virtual classes or labs: 68% Strongly agree/agree, 27% unsure/never on campus Do you think bullying is an issue at Alder Grove (on campus or in virtual classes/labs): 70% no, 14% 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 adopted PBIS practices and is continually improving the effectiveness of its usage. 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 13JUN2023 2023 12630320124289 South Bay Charter 6 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. Met 21JUN2023 2023 12630400000000 Southern Humboldt Joint Unified 6 "The California Healthy Kids Survey (CHKS) for 2020-21 includes questions that indicate feelings of belonging or connectedness for the District's 7th graders. Student responses show that 74% agree or strongly agree with statements that relate to a feeling that they belong. This is a remarkably high rate for connectedness. CHKS also offers staff survey modules which the district employs and parent survey modules which have been rolled out for the 2022-23 school year. The district has adopted a Safe and Supportive Learning Environment manual featuring inclusive evidence-based interventions in the discipline matrix. In a small school or District, improvement for a small number students will make a large change in the percentages as indicated on the California School Dashboard. For example, at a small school, if no students were suspended in 2018 and one student was suspended in 2019, the difference by one student would cause the school's suspension data to go from blue to orange on the Dashboard (skipping green and yellow altogether). Each student makes a big difference in a small school and district; this is a good thing, since it means that big changes will result from improvement in a few students' school experience. Successful implementation of improved discipline strategies is evidenced by the District being exited from significant disproportionality status. The District's data analysis team has identified several primary drivers for change including support for basic needs such as sleep, routine, transportation, making school more engaging, improving social skills and connections, better relationships between students, staff, families, and community, and recruiting and retaining dedicated staff. Work on chronic absenteeism and attendance rates can create powerful change through consequent improvement on many other data points, since ""students who miss school miss out"" on lessons and social connections. Homeless students suspension rate (14.8% = Very High) is two levels lower than the LEA as a whole (4.1% = Medium) Suspension rates are targeted in our CCEIS plans, with root cause analysis with stakeholders indicating a need to address areas such as school climate, the policies, procedures, and practices particularly in the areas of discipline and the development and implementation of the district's Multi-Tiered System of Supports (MTSS) and data management and analysis. The LEA is linking initiatives using an initiative inventory. Initiatives include Differentiated Assistance (DA), Significant Disproportionality Comprehensive Coordinated Early Intervening Services (CCEIS), and Comprehensive Support and Improvement (CSI). To examine the causes of Chronic Absenteeism, the LEA utilized support from Humboldt County Office of Education (HCOE) to assist with root cause analysis using the Fishbone Tool with students at South Fork High School, Miranda Junior High School, Whitethorn Elementary, Redway Elementary School and Casterlin School." Met For the three years of this LCAP, the focus of the District as seen in Goal #2 is on improving attendance, developing healthy school climate throughout the district, and on developing our Multi Tiered System of Supports (MTSS) which covers Academic, Behavioral and Social Emotional Learning, using a three tiered approach. Tier 1 refers to the academic, behavioral, and social emotional learning that is provided to every student. Tier 2 refers to additional supports that a small proportion of students need when having difficulties in any of those aspects of school. The Tier 3 supports are individualized academic, behavioral or social emotional interventions tailored specifically to the particular needs of a student. Academic goals are specifically addressed in Goal #3. In addition to the focus on MTSS, attendance issues, including chronic absenteeism, are an important focus of the district improvement initiatives. Absenteeism negatively affects every aspect of a student's education including school climate and developing a healthy school climate is foundational to all aspects of school life. The District is addressing the needs of students on all of these aspects using a continuous improvement model of organizational development. 29JUN2023 2023 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 23JUN2023 2023 12753740000000 Ferndale Unified 6 "Our district administers the CHKS each year to students in grades 7-12th. 1. Key Learnings from 7/8 School Climate - Students in grade 7 feel more connected to their school than our 8th-grade students. This is also true regarding academic motivation. Our 7th graders are more focused on schoolwork. They acknowledge the facilities are kept up. 7th-grade students report that they feel that they have fewer caring adult relationships than our 8th-grade students. 60% of 7th/8th grade students perceive school as very safe or safe. 40% have experienced harassment or bullying. 60% of students have had rumors or lies spread about them. 19% of students in 7th/8th grade have the fear of being beaten up. 44% of our students have experienced cyberbullying. - In our high school students feel less connected to their school the earlier they are in their high school career. For example, 40% of 9th graders are connected to school. Whereas 70% of 12th-grade students feel connected to the school. This is the same for academic motivation. The 9th-grade students are able to maintain focus on their schoolwork more so than the older grades. As students progress through high school they indicate they know more caring adults. 68% of students perceive school as very safe and safe. 9th and 10th-grade students report significantly higher experiences of harassment/bullying and have had mean rumors or lies spread about them. This is true for fear of being beaten up. 0% of our 12th-grade students had a fear of being beaten up. 2. The disaggregated results of the CHKS survey reveal that our 8th-grade students struggle with school connectedness. If we could improve our 7th/8th-grade students' school connectedness, I believe we would see an increase in the percentage of students academic motivation, improved attendance, identification of caring adults in their lives, and a decrease in students who are experiencing harassment, bullying, fear of being beat-up and cyberbullying. - At Ferndale High School areas of strength are; School Connectedness, Academic motivation, caring adult relationships, and high expectations- adult in school. Our areas of growth are; having students feel that school is worthless. 3. In the 2023-2024 school year we have changed our educational model for our 7th/8th students. We hired another full-time teacher to allow for students to be evenly distributed by four homerooms. We have students who now have a full-time Science teacher who is an ""equal"" to the other homeroom teachers. We have already seen a decrease in harassment and bullying that was reported in 2022-2023. We made several facility upgrades to our 7th/8th classrooms and students have expressed their happiness to be in classrooms with new carpet, fresh paint, new desks and chairs, and in-class hydration stations. All of our teachers in TK-8th grade use Second Step for social-emotional learning. We trust that implementing this program with fidelity will improve school engagement." Met We have had a change in administration with our district Superintendent, and our high school Principal. I believe that both of these changes will improve student and teacher accountability. We are consistently implementing the school handbook at both school sites and our school board is focused on improvement. 21JUN2023 2023 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 2023, 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 92%, Secondary 89% School Climate: Elementary 92%, Secondary 89% School Engagement: Elementary 92%, Secondary 84% School Safety: Elementary 96%, Secondary 96% School Teacher-Student Relationships: Elementary 96%, Secondary 89% Met 27JUN2023 2023 12755150000000 Eureka City Schools 6 LCAP Focus Goal: Increase the level of student physical, mental, and social/emotional health through a multi-tiered system of support. Increase to 59% in elementary and raise secondary to 43% for perceived safety based on spring 2022 CHKS survey results (available Oct. 2022) Elementary 66% 2018-2019 (Not given 2019-20) 43% 2020-21 71% 2021-22 Secondary 58.3% 2018-2019 (Not given 2019-20) 16.3% 2020-21 50% 2021-22 Increase to 70% in elementary and raise secondary to 65% for connectedness based on spring 2022 CHKS survey results (available Oct. 2022) Elementary 63% 2018-2019 (Not given 2019-20) 69% 2020-21 65% 2021-22 Secondary 56.6% 2018-2019 (Not given 2019-20) 59% 2020-21 47% 2021-22 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: Attain at 75% in elementary and raise secondary to 70% for perceived safety Attain70% in elementary and raise secondary to above 70% for connectedness In order to meet these planned outcomes, the following actions and services will be implemented: a. Ensure all teachers are maintaining Physical Education required minutes b. Support extra-curricular activities that promote physical well-being (e.g. Bike/Running Clubs, Safe Routes to School, Pedestrian Education, etc.) c. Maintain a 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 .50 CARE Specialists to each site combined with .50 TOSA across the district g. Maintain a 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 the Humboldt Bridges Mental Health grant, District Wellness Center, Community Schools and social workers. i. Utilizing funding from the Learning Communities for School Success Program (LCSSP) grant to 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 k. District Safety and Security Coordinator position Met 22JUN2023 2023 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? 26.7% Yes, all of the time 33.3% Yes most of the time 40% Yes some of the time 0% no Never Do the teachers and other grown-ups at school listen when you have something to say? 20% Yes, all of the time 33.3% Yes most of the time 40% Yes some of the time 6.7% no Never Do you feel close to people at school? 6.7% Yes all of the time 33.3% Yes most of the time 40% Yes some of the time 20% no Never Are you Happy at this school? 26.7% Yes all of the time 26.7% Yes most of the time 33.3% Yes some of the time 13.3% no Never Biggest Concern If you tell a teacher that you've been bullied, the teacher will do something to help 33.3% Yes all of the time 6.7% Yes most of the time 26.7% Yes some of the time 33.3% no Never Do students at your school try to stop bullying when they see it happening? 13.3% Yes all of the time 26.7% Yes most of the time 33.3% Yes some of the time 26.7% No Never Met "Summary: The data from the 2022-2023 student survey on climate decreased in all areas. The biggest concern was, ""If you tell a teacher that you've been bullied, the teacher will do something to help"". Actions Needed: Actions must be taken to address student-to-student leadership and anti-bullying. Students need to feel comfortable taking a stand against bullying without retaliation. As a Title 1 school, with students with elevated ACE's students need to feel close to people at the school. Measures must be taken to increase a positive school climate where students and staff feel connected." 13JUN2023 2023 12768020000000 Fortuna Elementary 6 1. DATA: Reflect on the key learnings from the survey results and share what the LEA learned: The majority of students who were surveyed feel close to the people at their school sites (81% agree), and 78% of those students are happy to be at their school sites. 74% of students agreed that they feel as though they are a part of their school communities, and 85% of respondents feel safe at their schools. Parent survey results indicated that 98% of parents who responded feel as though teachers adequately communicate to them what students are expected to be learning in their classrooms. 93% of parents feel welcome to participate in their schools. 96% of parents who responded feel the schools are serious about considering their concerns. 86% of teachers feel they are connected with other staff members and are free to collaborate with their colleagues, and 98% of teachers feel a strong connection to each of their students. 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? Overall, all groups surveyed indicated they do feel a connection to their school sites and/or students. There are indications that the district may need to do a better job in helping teachers feel connected to each other and in promoting collaboration among them. 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? In order to facilitate improvements within the Fortuna Elementary School District, survey results will be shared with staff members and with the school board. Results will be reviewed and discussed, and stakeholders will be asked to submit ideas/recommendations for overall improvement. Met 15JUN2023 2023 12768020124164 Redwood Preparatory Charter 6 Across all community groups, the need for mental health supports by a school counselor were expressed. Our community partners want students to learn social skills and tools to improve their ability to manage their impulses, reduce negative self-talk and navigate conflict as well as persevere through challenges (academic and social.) The need for social connection and opportunities to spend time together outside of school was a big priority for many families. Building a sense of belonging is essential to creating a space where students, staff and families are empowered to voice their perspectives and engage in meaningful discourse even when they disagree. Met 27JUN2023 2023 13101320000000 Imperial County Office of Education 6 Imperial COE administered the CA Healthy Kids Survey, as well as a local survey for parents and students. Outcomes include: • I feel welcome and safe at my school. 98.5% YES • My school effectively addresses truancy and prevents me from dropping out of school. 94% YES • Adults in the school have high expectations for me. 85% YES • There is a teacher or some other adult from my school who believes I will be a success. 84% YES Some areas of continued concern are in the area of students' mental and/or physical health: • 57% have had Chronic Sad or Hopeless feelings in the last year. • 65% indicate they use vape products several times a day. • 50% use marijuana daily. Based on the needs, conditions and circumstances noted above, ICOE schools have increased the availability of mental health services for students. The addition of the School-based Mental Health Counselor has helped eligible students receive the services they need to be successful in the school community. It has also improved our wellness and health programs on and off school campus. Mental health services have also increased the social emotional well-being of our students and families. ICOE Alternative Education continues to incorporate the individual-based services of Imperial County Behavioral Health Services in the area of drug and alcohol counseling. Met 26JUN2023 2023 13101320134379 Imperial Pathways Charter 6 The data Imperial Pathways Charter School has collected assisted us in developing and/or continuing the following actions: • Provide Professional Development to teachers and administration on best practices for independent study schools, including how to retain students and increase student attendance and student well-being. • Provide Teachers with weekly attendance data and provide student incentives for students attending regularly. • Continue to purchase public transportation vouchers to increase student attendance. • Improve school communication with students and parents to improve school attendance and school environment by scheduling weekly counseling meetings. • Improve our website with information on school events, activities, and meetings to increase student attendance. • Continue to explore additional communication methods to find the best way to keep in contact with our students. Google Classroom and Remind were instrumental this year in our communication plan. • Continue to develop relationships with our students and utilize their individualized plans to craft solutions that work for this diverse adult community of learners. It has been extremely challenging during the pandemic because many of our students provide the main income in their family. The discussions with the CSI Team allowed the IPCS Team to shape their school plan and areas of focus. Additionally, the LEA Support Team supported us in building a tiered re-engagement plan to identify students who were not attending regularly and/or engaging in their academic plan. This work has allowed us to monitor our progress and identify needs early. Met 26JUN2023 2023 13630730000000 Brawley Elementary 6 The California Healthy Kids Survey was administered to all 5th and 7th grade BESD students during the 22-23 school year. DATA: Fifth Graders: School Connectedness-63% (=); Feels safe at school-63% (-4%); Frequent Sadness-28%; Wellness-66% Seventh Graders: School Connectedness-40% (-11%); School perceived as very safe or safe-39% (-11%); Social Emotional Distress-33%; Chronic Sadness-45%; Optimism-43%; Life Satisfaction-58% SUMMARY: BESD school connectedness and perception of safety at school has declined post pandemic. As a district, we have increased staff to address social emotional needs. Additionally, we have increased security to ensure that students feel safe on campus. We continue to provide professional development for staff member in de-escalating behaviors and providing students with tools to self-regulate. During the 22-23 school year, we conducted a culture audit to assist us with goals for the upcoming year. To address our concerns and needs, BESD is working to become Community Schools and to create a sense of belonging for our students. We are focusing on equity and igniting our students' passion for learning. Our extend-day opportunity program includes many exciting options to engage students: esports, dance, STEM, art, healthy living, etc. With this focus, we are on the road to creating a sense of belong for all of our students and families. Met 27JUN2023 2023 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. 28JUN2023 2023 13630990000000 Calexico Unified 6 The District administered the Healthy Kids Survey on February 2023. We received 2,093 responses. Elementary: 568 (5th grade) Secondary: 1525 (9th, 11th, NT). Panorama was also used to collect 7th and 8th grade data. 73% (-3% from 2022) of the 5th graders, 50% (-4% from 2022) of the 9th graders, and 50% (same as 2022) of the 11th graders indicated a connectedness to school. 30% of 7th and 8th graders indicated a sense of belonging. 62% (-3% from 2022) of the 5th graders, 48% (+4% from 2022) of the 9th graders, 49% (-2% from 2023) of the 11th graders indicated having caring adult relationships at school. 47% of 7th and 8th graders indicated having a teacher-student relationship. 39% (-3% from 2022) of the 5th grader, 25% (+2% from 2022) of the 9th graders, and 22% (+3% from 2022) of the 11th graders indicated having meaningful participation. 30.5% of 7th and 8th graders indicated being engaged in school. 72% (same as 2022) of the 5th grader, 48% (-4% from 2022) of the 9th graders, and 48% (+3% from 2022) 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. The District continues to employ many campus security (proctors) and 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. Crossing guards ensure our students are safe when crossing areas with heavy traffic during ingress and egress. The District is committed to providing CPI trainings to all district staff. Over 290 staff members obtained CPI certification in 2022-23 school year. All school sites continue to implement 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 standard response protocol and A.L.I.C.E., a nationally recognized program that has a proactive set of responses to an active school intruder event. The District created a new District Parent Safety Committee to ensure parents safety concerns are addressed and has established partnerships with IV Safe Schools, Police Department, Fire Department, the Office of Emergency Services, IID and other agencies. Schools have implemented various educational programs such as PBIS, Suite 360, Panorama, Character Counts, 7 Habits of Highly Effective Students, and AVID. The District has secured 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 other student needs. 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’s MTSS Coordinator will 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’s Safety Coordinator will 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. 29JUN2023 2023 13631070000000 Calipatria Unified 6 CUSD successfully administered the California Health Kids Survey during the Spring of 2023. The results demonstrated a decline in the two primary indicators across the four grade span levels. The district will conduct the survey in Spring 2025 and will continue to address the resources and services necessary to address the improvement in these outcomes. The district anticipates an improvement in student outcomes as additional supplemental resources have been provided to address learning loss and student well being. California Healthy Kids Survey. Spring 2023 The percentage of students that feel very safe at school Gr 4. 78% Gr 7. 47% Gr. 9 45% Gr. 11 78% The percentage of students that report high levels of school connectedness Gr. 4 71% Gr. 7. 51% Gr 9 48% Gr. 11 71% 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 22-23 LEA and LCAP Parent Survey reports a slight improvement in satisfaction from 65.1% to 66.0% of parents reporting Agree (44.2% to 41.8%) or Strongly Agree (20.9% to 24.2%) that their child's school provides a safe and caring learning environment. However a decline is reported (65.1% to 60.5%) of parent respondents having satisfaction with school facilities being in good repair, safe and conducive for learning. The participation of parent respondents increased from Spring 2022. The district recognizes the need to support students with social emotional and academic learning loss. A concern to address student discipline and improve site safety measures was also expressed. 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. The district will continue to improve school safety concerns including supporting staff professional development on classroom management, school wide discipline, school safety response, and positive behavioral support interventions. Met 26JUN2023 2023 13631150000000 Central Union High 6 California Healthy Kids Survey 22-23 Data: * 61% of 9th grade students and 59% of 11th grade students feel connected to school * 66% of 9th grade students and 62% of 11th grade students feel academically motivated * 30% of 9th grade students and 27% of 11th grade students shared that they maintained focus on school work * 55% of 9th grade students and 58% of 11th grade students experienced a caring adult relationship Teacher Clarity (for all teachers Districtwide) and work with Dr. Brown in the area of equity in action and relationship building (particularly in math and science) will help us make improved impacts in school connectedness and relationships between educational partners. As we examine our biases, practices, systems, etc, and ensure our instruction is meeting student needs and relevant to students, we will make headway with engagement, motivation, and connectedness of students to school. * 64% of 9th grade students and 64% of 11th grade students shared that their school was perceived as very safe or safe * Only 4% of 11th grade students and 5% of 9th grade students reported that they felt unsafe or very unsafe at school. While incidents of violence on school campuses is relatively low, there is a need to continue to staff sites with security personnel, have SROs on sites, and employ effective safety practices in order to maintain safe schools. There is also a need to conduct prevention and intervention in the area of drugs and alcohol. Restrooms were an area that were mentioned in all student feedback sessions as areas of concern. Vape detectors installed in restrooms and additional security will help us to curb the negative/dangerous behavor occurrences in the restrooms. Alcohol and Drug Use is higher in 11th Grade 20% reported alcohol or drug use in the last 30 days during both the 21-22 and 22-23 school years 9% reported heavy alcohol use (binge drinking) and 6% reported current drug or alcohol use on school property in the last 30 days 8% reported marijuana use and 4% reported heavy drug use in the past 30 days Percentage of females reporting these behaviors is higher than their male counterparts. Cigarettes and Vape are Readily Available 10% of freshmen students and 8% of junior students said marijuana was difficult to obtain 9% reported that cigarettes are very easy to obtain 38% reported that vape products are very easy to obtain (51% of 11th graders) in 21-22 ; in 22-23, 7% of 9th graders and 6% of 11th graders reported that vape products were difficult to obtain 6% of 11th grade students report current tobacco vaping use, 4% report current marijuana vaping use, and 4% report current vaping at school Continued drug awareness informational sessions will be held for students and sessions for parents will begin on Saturdays during the 23-24 school year. Additionally, through improved relationships built on campus and additional mental health supports, we hope to lower dangerous behaviors and intervene/counsel more timely. Met 27JUN2023 2023 13631230000000 El Centro Elementary 6 The district administered the Panorama SEL Survey to all 3rd-8th grade students in April of 2023. 1,665 students in grades 3-5 and 1,799 students in grades 6-8 participated in the survey. In measuring supportive relationships: How supported students feel about their relationships with friends, family, and adults at school, 86% of 3rd-5th grade students and 80% of 6th-8th grade students responded favorably. In measuring Sense of Belonging: How much students feel that they are valued members of the school community, 61% of 3rd-5th grade students and 39% of 6th-8th grade students responded favorably. In measuring School Safety: Perceptions of student physical and psychological safety at school, 58% of 3rd-5th grade students and 58% of 6th-8th grade students responded favorably. This was the second 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. 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 13JUN2023 2023 13631230118455 Ballington Academy for the Arts and Sciences 6 Ballington Academy – El Centro administered a student survey to grades 3-6 in Spring 2023. (108 respondents) • 95.4% of student respondents feel close to people at school. • 89.2% of student respondents are happy to be at Ballington Academy • 96.3% of student respondents feel connectedness to the school. • 95.3% of student respondents feel proud to belong at Ballington. • 99% of student respondents feel students are motivated to learn. • 99% of student respondents stated teacher treat students fairly at school. • 97% of student respondents stated their school building is neat and clean. • 96% of student respondents stated teachers and other grown-ups at the school check on how they (students) are feeling. • 78% of student respondents sated they are given a chance to help decide school activities or rules. • 99% of student respondents agreed teachers and other grownups at school care about them. • 100% of student respondents agreed that teachers and other grown-up recognize student accomplishments. • 99% of student respondents agreed that teachers and other grown-up at Ballington believe that students can do a good job. • 94% of student respondents stated the school teaches students to understand how other students think and feel. • 99% of student respondents agreed that Ballington teaches student to feel responsible for how they act. Met 20JUN2023 2023 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 2023. 42 students in grades 3-5 and 31 students in grades 6-8 participated in the survey. In measuring Supportive Relationships: How supported students feel through their relationships with friends, family, and adults at school 91% of 3rd-5th grade students and 79% of 6th-8th grade students responded favorably. In measuring Sense of Belonging: How much students feel that they are valued members of the school community, 73% of 3rd-5th grade students and 51% of 6th-8th grade students responded favorably. In measuring School Safety: Perceptions of student physical and psychological safety at school, 88% of 3rd-5th grade students and 87% of 6th-8th grade students responded favorably. This was the second 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 13JUN2023 2023 13631310000000 Heber Elementary 6 DATA Reflection: The LEA recently administered a comprehensive local climate survey targeting student perceptions of school safety and connectedness among 4th and 7th-grade students. This initiative aimed to provide us with critical insights into the overall well-being of our student body and the effectiveness of our school climate initiatives. Gathering student perspectives through this survey was essential in shaping our strategies to create a supportive and secure environment conducive to learning and personal growth. MEANING: Disaggregated Results: Overall, our students indicated a generally positive perception of school safety and a sense of connectedness. However, diving deeper into the data, we identified specific areas where we excelled and others where improvements are warranted. Some of our key strengths include the presence of trusted adults in school, strong peer relationships, and access to resources for academic and personal development. However, some students expressed concerns about the effectiveness of bullying prevention strategies, indicating a need for more focused interventions in this area. USE: Actions and Revisions for Continuous Improvement: The insights garnered from the survey have catalyzed meaningful action within our LEA. In response to the data, we are launching targeted programs to address specific challenges identified. To foster a stronger sense of connectedness among underrepresented students, we are initiating mentoring programs that pair these students with supportive peers and staff mentors. Furthermore, we are revisiting our bullying prevention strategies, collaborating with mental health professionals, and implementing more comprehensive approaches that address the root causes of bullying behaviors. As part of our continuous improvement strategy, we plan to reassess the impact of these interventions through ongoing data collection and regular check-ins with students. We believe that the changes we're implementing will not only address the concerns highlighted in the survey but also contribute to an overall improvement in school climate, ultimately benefiting the well-being and academic success of our students. In conclusion, the local climate survey has been an invaluable tool in shaping our efforts to create a safe and connected learning environment. Through the meaningful use of data, we are actively working towards strengthening our strengths Met 14JUN2023 2023 13631490000000 Holtville Unified 6 One key learning we gained from the survey results is that some differences in student groups are dependent on the school site they attend and some depend on the grade span. For example, the percentage of students who feel supported by their counselor decreased as the grade level increased. Alternatively, the percentage of 7th graders in our district who feel safe at school is higher than that of 5th graders and 9th graders. The percentages of 9th-grade students who look forward to coming to school most days (57%) and 9th-grade students who treat staff with respect (59%) are the lowest among the results. Those are areas of growth for the district. Furthermore, when we disaggregated the percentage of students who feel supported by their counselor in the elementary schools, we learned that the percentage of English learner students was lower than that of all students. Alternatively, the percentages of students in 5th, 7th, and 9th whose parents are contacted by school if late or absent and those who receive encouragement from school staff are the highest. That is a strength of the district. To address the percentage of EL students who feel supported by their counselor, we were able to hire an additional counselor at the elementary school level. This has lowered the student-to-counselor ratio and increased the amount of time counselors can spend with each student. Met 20JUN2023 2023 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%) Areas of Growth 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 29JUN2023 2023 13631720000000 Magnolia Union Elementary 6 Magnolia Union, through implementation of the Portrait of a Magnolia Graduate project, strives to assist our students in obtaining the skills, character traits, and social-emotional competencies needed to succeed in high school, college, career, and life. To this end, all students in 2nd through 8th grades were asked two questions: 1. Who helps you when you get confused at school? and 2. How often do other students keep you from learning? Data for questions one shows that 2nd graders rely 93% on their teacher for help. This becomes less over times as students indicated friends and others provide help and that they have develope3d skills to help themselves. 70% of 3rd/4th graders, 56% pf 5th/6th graders, and 30% of 7th/8th graders indicated they rely solely on their teachers for help. The progression of the data helps us understand how to better structure intervention and supports our students need as they mature and learn their own strengths and needs regarding their own growth. Data for question two shows that 29% of second graders are often kept from learning by their peers. That declines to 12% in 3rd/4th grade, jumps to 34% in 5th/6th grade, and down to 28% in 7th/8th grade. This data helps us understand we have work to do in helping our students understand not only their own preferences for optimal learning experiences, but also those of their peers, as they may be different. We have a responsibility to respect these differences. Met 16JUN2023 2023 13631800000000 McCabe Union Elementary 6 MUESD administered the California Healthy Kids Survey in May 2023 to 131 out of 135 seventh-grade students. 67% responded that they feel a connectedness to school, and 72% perceive school as very safe. The survey revealed that 34% of seventh-grade students experience chronic sadness/hopelessness and 13% responded that they have considered suicide. Students also noted that 55% of students perceive that there are caring adults in school indicates room for improvement in noticing and listening to students. This year the district introduced a 25-minute period in the morning to build the social-emotional learning capacity of students utilizing the Leader in Me Program focused on Sean Covey’s The 7 Habits of Happy Kids. Through this program, students will learn how to focus on themselves and what they can control as well learning how to work well with others while building their capacity to lead. All 7th and 8th grade students will also have access to CTE where they 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 15th 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 supporting 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 a brand new system of video security cameras and a modern emergency notification system that includes speakers with an LED display 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 IDs and checks them through a registry database. MUESD is also using Raptor’s Emergency Management System, a web-based communication tool to be used in case of an emergency to account for staff and students. All of these systems for safety have been aligned and are part of ongoing training for all staff on Emergency Preparedness Drills based on the Standard Response Protocol from the I Love You Guys Foundation. Met 13JUN2023 2023 13631980000000 Meadows Union Elementary 6 * Students in grades 5 and 7 were administered a school climate survey (Healthy Kids Survey) that gathered information on developmental supports provided to students, school connectedness and barriers to learning, school safety, and health related concerns * Some highlights from the student survey: 53% of students felt they have caring adult relationships at school 72% of students stated the school has high expectations 66% of students perceived the school as safe or very safe 39% of students experienced chronic sadness/hopelessness Met MUSD is currently working on Positive Behavior Interventions, decreasing chronic absenteeism, and community involvement. Throughout the school day and after school program, MUSD will provide multiple opportunities for parents to participate in to improve school climate and have a sense of belonging. 27JUN2023 2023 13632060000000 Mulberry Elementary 6 At Mulberry Elementary we feel that providing a school climate that is safe, positive, and inviting to our students is a priority that we feel strongly about. When stakeholders meet and discuss the school, school climate is brought up each time. Our district is in a rural area and it is vital that our students and their families feel comfortable and safe in our learning environment. We conducted a Student Survey in which all students in grades 2-8 anonymously responded to questions about the school climate here at Mulberry Elementary. There were 50 student surveys returned, stating that 88% of the students feel this is a safe place to attend school, with 9% saying they were not sure, and 3% responded no. 68% of our students feel as though their teachers are concerned about their success, with 24% responding they were not sure, and 8% answering no. 85% of our students feel they are involved in and a part of things at school, while 13% 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. Met 14JUN2023 2023 13632140000000 San Pasqual Valley Unified 6 During the first 100 days of 2022-2023, there were 257 live classroom lessons regarding mindfulness, social skills, coping, academic skills, career exploration, and character education. There were 11 planned SEL activities and resources in addition to the daily SEL activities led by the classroom teachers from the hyperlinks in a calendar created by counselors. There were 199 group sessionson self-regulations, social/friendships, skills/coping throughout the district. There were 804 individual student sessions on social emotional, academic, and college and career for students. Behavior support check-ins number 43. Three Cafecito Chats - families check-in, provide support, teach skills. Career Expo - whole district participation with over 100 organizations present. Students enrolled in School Based Mental Health services at the high school level number 31. Native American students accounted for 20 of the 31. Students needing crisis team support: 6 Students 5150: 1 Referrals to outside agencies: 10 CHAT referrals: 4 Students supported by SBMHS: 57 Outreach events: 6 Mental Health classroom lessons: 5 SPVUSD has significant academic, career exploration, behavioral, social emotional, and mental health related supports in place and part of MTSS. Our adherence to the tiered structure of support increases each year. SPVUSD is focused on getting the high school as proficient in social emotional health as the K-8 schools. All staff and students need to understand the support mechanisms and how they work to better serve the whole child. Met 280 of 314 students feel like they have an adult on campus that can help them when they are in need of support. 20JUN2023 2023 13632220000000 Seeley Union Elementary 6 The California Healthy Kids Survey was given to students in grades 5 and 7. These results showed most students feel that they are treated fairly and a part of the school. They feel safe most or all of the time. The results allowed the administrative team to reflect and acknowledge areas of growth and a few challenges. SUSD has adopted PBIS as a school-wide initiative. We have also had many opportunities for students to learn about crime prevention throughout the year. Some challenges that will continue to be addressed are having more learning opportunities for all things related to peer pressure. We will also continue to address conflict-resolution and self-regulation. Our school will continue to update and provide professional development opportunities on our current PBIS initiative. All staff and students will be aware of the positive implementations of this school-wide policy. Met 27JUN2023 2023 13632300000000 Westmorland Union Elementary 6 The WUED Student Climate survey collected 179 students surveys of which 47.5% were male and 52.5% were female students. A total of 64.2% of students shared feeling close to people at school some or most of the time. About 62 - 63% of students reported feeling happy and involved in school all or most of the time. About 80% of students feel safe attending school and walking to and from school all or most of the time. About 73% of students feel they are treated fairly by administration and staff all or most of the time. About 73% of students feel they are cared for all or most of the time. Students reported enjoying ASES, PE, breakfast, sports, lots of activities, that everyone is nice and supportive and being with their friends. Students also reported they would like an indoor gym, the dress code changed, more restrooms and playground equipment. Met 27JUN2023 2023 14101400000000 Inyo County Office of Education 6 DATA: JKBS conducts two student and one Educational Partner surveys every year to assess student/partner perceptions about school climate. Key findings from this survey are as follows: • 85% of students agree that they feel safe at JKBS. • 50% of students agree that students respect each other at JKBS. • 0% of students agree that students at JKBS help one another even if they are not friends. • 25% of students agree that students at JKBS care about learning and getting a good education. • 50% of students understand why they are placed at JKBS and what they must accomplish to return to their home school. • 85% of students agree that they have the instructional materials they need to complete schoolwork and obtain credit. • 0% of students indicate they do not attend school regularly. • 55% of students disagree that teachers understand what their life is like outside of school. Partner feedback: • Prioritize students' social-emotional needs • Student engagement and connectedness should be a focus • Provide access to CTE, career exploration, and Workplace Readiness Skills (WRS) MEANING: • Students feel safe at school, have the appropriate tools and resources to succeed and know what they need to do to return to the district of origin. • Focus on student and parent engagement and school connectedness strategies The CHKS survey was administered to all students in 2021-22; however, the results are not made public due to the small numbers of students (total enrollment for grades 6-12 is under 15 students each year). USE: Some of our data is challenging to interpret and rely on as actionable year-to-year due to low enrollment and high student mobility rates. Student and educational partner survey data continues to prioritize the need to focus on school engagement, culture, connectedness, and climate. The majority of 2023-24 LCAP goals and accompanying actions and services were developed in response to Educational Partner feedback and in pursuit of continuous improvement. Student engagement and connectedness data are difficult to measure because of low enrolment and highly mobile students so actions and services need to be employed for greater length of time to effectively evaluate results: • SEL explicit and integrated instruction; outdoor SEL and other activities; • Career and Technical Education (CTE) Culinary/Food Service and Hospitality pathway course sequence. The introduction of internal exposure to Work-Based Learning opportunities (WBL) and entrepreneurship will occur with the continued implementation of a student-operated coffee cart business. • Inyo County Juvenile Probation Rehabilitation Specialist programming: • ART: Aggression Replacement Therapy • MRT: Moral Recognition Therapy • Power Source: critical thinking curriculum that focuses on assisting students to make good decisions • Journaling, substance abuse, group, and individual counseling options Met 15JUN2023 2023 14101400117994 YouthBuild Charter School of California 6 YCSC includes school climate questions in its LCAP survey. In the 2022-23 LCAP survey, students reported the following: 81% of students either agreed or strongly agreed that YCSC maintained a positive school climate (school sense of safety and school connectedness). Over 90% of students either agreed or strongly agreed that they enjoyed attending YCSC. 92% of students either agreed or strongly agreed that YCSC creates and maintains an environment that is engaging and appealing to them and their fellow students. YCSC desegregated the data and found similar results across all demographic groups. YCSC used this data to develop a set of LCAP goals to specifically respond to their perceptions of school climate and individual feedback around the area of school climate. Met 26JUN2023 2023 14101400128447 The Education Corps 6 Our school climate survey results showed that an overwhelming number of students and their families responded positively about school safety. 92% of respondents agreed or strongly agreed that they feel safe and secure at our schools while 7% were neutral. Only one respondent felt like the schools were unsafe or unhealthy. This is an incredible result and one that our staff is very proud of. Our schools are located in some of the roughest and most underserved communities in Los Angeles County but we maintain a focus on creating a nurturing, safe, and healthy learning environment for our students. Another highlight of our school climate survey was that all subpopulations and parent groups felt like the school encouraged students to attend college (if they are interested) and that counselors and staff are readily available to speak to students about their graduation path or next steps after high school. Stakeholders responded that college field trips and assistance filling out college applications and FAFSA forms were most helpful in supporting students in their next steps after high school. Additionally, stakeholders felt that coupling paid work experience with the school program was very helpful in keeping student's focus in school. This upcoming school year, we will continue these services. Additionally, we have created multiple postsecondary workshops for our 2 year and 4 year college bound students to get small group and one to one support in their postsecondary transition process. With regard to academic programming, stakeholders responded that the programs that were most helpful for students who need extra support is the intervention period built into the school day and the after school tutoring that is offered. The school will continue to offer these supports in the upcoming school year and will continue to progress monitor and collect data on student growth in these intervention courses. With regard to the school’s social and emotional environment, stakeholder feedback from the climate survey conveyed that counseling/case management services and messages from teachers were the most important factors that kept students on track with their attendance and schoolwork. As a result, we focused on these two things in our goals for the upcoming school year and sought out two additions to our already existing services; the aforementioned DeansList system for increased messaging between staff, students, and families, and the Hazel Health virtual counseling services which will increase counseling services available to all students. One of the major areas of growth mentioned in the open response section of our survey was our lunch program. Most respondents do not like the lunch offerings. We are actively seeking alternatives and possible kitchen expansions to be able to offer hot food again to our students in the future. Met 16JUN2023 2023 14101400128454 College Bridge Academy 6 Our school climate survey results showed that an overwhelming number of students and their families responded positively about school safety. 94% of respondents agreed or strongly agreed that they feel safe and secure at our schools while 6% were neutral. No respondents felt like the schools were unsafe or unhealthy. This is an incredible result and one that our staff is very proud of. Our schools are located in some of the roughest and most underserved communities in Los Angeles County but we maintain a focus on creating a nurturing, safe, and healthy learning environment for our students. Another highlight of our school climate survey was that all subpopulations and parent groups felt like the school encouraged students to attend college (if they are interested) and that counselors and staff are readily available to speak to students about their graduation path or next steps after high school. Stakeholders responded that college field trips and assistance filling out college applications and FAFSA forms were most helpful in supporting students in their next steps after high school. This upcoming school year, we will continue these services. Additionally, we have created cohorts for our 2 year and 4 year college bound students that will meet monthly so that students form strong connections to peer groups going through the same phase of the college transition process. With regard to academic programming, stakeholders responded that the programs that were most helpful for students who need extra support is the intervention period built into the school day and the after school tutoring that is offered. The school will continue to offer these supports in the upcoming school year and will continue to progress monitor and collect data on student growth in these intervention courses. Data from last year shows that students demonstrated a lot of academic growth during the intervention period. With regard to the school’s social and emotional environment, feedback from the climate survey conveyed that counseling/case management services and messages from teachers were the most important factors that kept students on track with their attendance and schoolwork. As a result, we focused on these two things in our goals for the upcoming school year and sought out two additions to our already existing services; the aforementioned DeansList system for increased messaging between staff, students, and families, and the Hazel Health Virtual counseling services which will increase counseling services available to all students. Met 16JUN2023 2023 14632480000000 Big Pine Unified 6 The LEA annually administers the California Healthy Kids Survey (CHKS) to students in grades 6-12, all parents/guardians and staff. Overall, data indicates that students have a sense of connection with the school and its programs. Parents overwhelmingly agree on school safety and 66% agree on school connectedness. Beginning-of-year and End-of-year Crew Surveys indicate that students feel supported by teachers. For 2023-2024, student involvement and cross-age mentorship is a focus for the district to build a sense of belonging. The LEA will continue to provide counseling for mental wellness, 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 school communication to parents/guardians on their student's academic achievement and growth. Chronic absenteeism is a challenge district-wide. Met 29JUN2023 2023 14632710000000 Death Valley Unified 6 DATA: The key learnings are that students and parents find the schools safe and communication adequate. The key issue for parents is safety of home-to-school transportation, as 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. MEANING: Results reveal parent/guardian concern that the schools maintain a positive and safe school environment and system of home-to-school transportation while each school year brings great changes to the student demographic. The biggest barrier is distance and a small number of students. For elementary students this doesn't seem to be an issue as classes are multi grade, while high school students do express a desire for a larger group of peers. Students do like what they see as a safe and predictable environment. USE: Actions taken by the LEA reflect annual (at a minimum) changes in student need due to changes in enrollment. The main improvement is in assessing need with stronger input from parents/guardians, often individualized for their particular student need. The LEA is seeing positive results annually. The District is limited by the great distances between homes and school and by a small enrollment. No amount of change will address that reality. However, the approach to extracurricular activities employed by the principal and supported by the Board of Trustees does keep students engaged and looking forward to seeing a larger world. In addition, the lack of interscholastic sports means far fewer classes lost to hours spent on a game bus. Met 16JUN2023 2023 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. The LEA will be data mining the results of these surveys to establish areas of concentration as it applies to the climate and culture of our two school sites. The results will allow for comparisons to other CA schools. This school year, 2023-24 we will be partnering with Kelvin education to implement a survey that is geared toward bringing to light issues associated with SEL. Met 21JUN2023 2023 14632970000000 Owens Valley Unified 6 Our most current data from the California Healthy Kids Survey indicate that students' feelings of connectedness and safety at school have improved significantly. We have tracked responses on the CHKS since the 2019-20 school year, and the following trends are notable: - a 14 percentage point increase in school connectedness between 2019-20 and 2022-23 - a 26 percentage point increase in perceiving school as safe/very safe between 2021-22 and 2022-23 - a 17 percentage point increase in caring adult relationships between 2019-20 and 2022-23 As of the end of the 2022-23 school year, OVUSD has implemented Multi-Tiered Systems of Support (MTSS) district-wide and we have started to see positive results in terms of increased student attendance and classroom engagement. Met 07JUN2023 2023 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 66 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 15JUN2023 2023 14766870000000 Bishop Unified 6 1. According to our 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 continue to review and restructure our strategies to improve in this area. 3. The district is providing professional learning surrounding Social Emotional learning (SEL) and Universal Design for Learning (UDL) implementation. The district has brought in a 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. 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 15JUN2023 2023 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 2023 survey: - 80.256% of students believe their school provides students with a safe place to learn, with an additional 12.17% being undecided. The percentage of students who agree with this statement on the 2022 LCAP survey was 74.03%. - 72.06% of students indicated the staff at their school site cares about them, with 13.73% being undecided. The percentage of students who agreed with this statement on the 2022 LCAP survey was 67.02%. - 73.04% of students reported there is at least one adult at their school with whom they have a positive connection/relationship, with 14.71% being undecided. - 54.93% of students indicated they look forward to attending school each day, with 24.34% being undecided. The percentage of students who agreed with this statement on the 2022 LCAP survey was 44.29%. When compared to the 2022 LCAP survey, the 2023 LCAP survey results show a positive correlation for all questions related to school culture and climate. Over the last several years, the Alternative Education program has made great progress in its MTSS implementation. Staff have been trained in Trauma Informed Skills for Educators (TISE) and MTSS site leadership teams receive ongoing coaching in this area. Both Court and Community Schools received CA MTSS grants to support this ongoing work. Under the direction of the MTSS Program Specialist, the Alternative Education program will continue to make MTSS a focus in order to support the social emotional needs of students and create a positive school culture and climate. Met 13JUN2023 2023 15101570119669 Wonderful College Prep Academy 6 Wonderful College Prep Academy administered Panorama student climate surveys. Results will be reviewed and analyzed to identify areas of strength and areas for growth. Results will be presented to our educational partners: Elementary Survey Results: 401 respondents • 73% Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. • 55% School Climate: Perceptions of the overall social and learning climate of the school. • 69% Teacher-Student Relationships: How strong the social connection is between teachers and students within and beyond the classroom. Elementary Survey Results: 397 respondents • 50% Self Efficacy: How much student believe they can succeed in achieving academic outcomes. • 87% Supportive Relationships: How supported students feel through their relationships with friends, family, and adults at school. Middle School Survey Results: 412 Respondents • 63% Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. • 40% School Climate: Perceptions of the overall social and learning climate of the school. • 44% Teacher-Student Relationships: How strong the social connection is between teachers and students within and beyond the classroom. Middle School Survey Results: 416 Respondents • 33% Self Efficacy: How much student believe they can succeed in achieving academic outcomes. • 79% Supportive Relationships: How supported students feel through their relationships with friends, family, and adults at school. High School Survey Results: 524 Respondents • 63% Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. • 43% School Climate: Perceptions of the overall social and learning climate of the school. • 47% Teacher-Student Relationships: How strong the social connection is between teachers and students within and beyond the classroom. High School Survey Results: 520 Respondents • 34% Self Efficacy: How much student believe they can succeed in achieving academic outcomes. • 80% Supportive Relationships: How supported students feel through their relationships with friends, family, and adults at school. Met 27JUN2023 2023 15101570124040 Grow Academy Arvin 6 "Results from the Spring student surveys 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. 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 Grimmway Arvin students 2023 Local Performance Indicator Self-Reflection for Grow Academy Arvin Page 13 of 17 indicated regularly talking with their peers. Distance learning during a pandemic posed many barriers to students being able to connect with their classmates. 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. Supportive Relationships: The last prompt, one question, asked students if they have a teacher or other adult at school whom they can count on to help them - no matter what. The response shows Supportive Relationships as an area of strength with 77% of students indicating “Yes” they have at least one adult they can count on. Because of the pandemic, social support activities such as counseling groups, Check-In, Check-Out and peer supports - coupled with social distancing on campus proved to be a year-long barrier to providing needed emotional, behavioral, and social support to all students." Met USE: Grow Academy Arvin will strive to improve student perceptions of the environment by addressing student confidence with completing assignments and providing access to supports for students if needed beyond the school day. Even though our students overwhelmingly indicated they have adults at school they can count on, the challenge remains in reaching the small number of students that require more intensive support. Social-Emotional Learning (SEL) is an integral part of the Grow Academy Arvin culture and will continue to serve as a means for supporting and strengthening student’s social and life skills. 20JUN2023 2023 15101570135467 Wonderful College Prep Academy - Lost Hills 6 Wonderful College Prep Academy – Lost Hills administered Panorama student climate surveys. Results will be reviewed and analyzed to identify areas of strength and areas for growth. Results will be presented to our educational partners: Elementary Survey Results: 137 respondents • 75% Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. • 56% School Climate: Perceptions of the overall social and learning climate of the school. • 67% Teacher-Student Relationships: How strong the social connection is between teachers and students within and beyond the classroom. Elementary Survey Results: 139 respondents • 55% Self Efficacy: How much student believe they can succeed in achieving academic outcomes. • 88% Supportive Relationships: How supported students feel through their relationships with friends, family, and adults at school. Middle School Survey Results: 119 respondents • 56% Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. • 32% School Climate: Perceptions of the overall social and learning climate of the school. • 41% Teacher-Student Relationships: How strong the social connection is between teachers and students within and beyond the classroom. Middle School Survey Results: 118 respondents • 32% Self Efficacy: How much student believe they can succeed in achieving academic outcomes. • 78% Supportive Relationships: How supported students feel through their relationships with friends, family, and adults at school. High School Survey Results: 93 respondents • 60% Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. • 36% School Climate: Perceptions of the overall social and learning climate of the school. • 40% Teacher-Student Relationships: How strong the social connection is between teachers and students within and beyond the classroom. High School Survey Results: 93 respondents • 29% Self Efficacy: How much student believe they can succeed in achieving academic outcomes. • 79% Supportive Relationships: How supported students feel through their relationships with friends, family, and adults at school. Met 27JUN2023 2023 15101571530492 Valley Oaks Charter 6 Promoting a safe, secure, and inclusive school environment is a top priority for all educational partners. Providing an environment where students feel safe and welcomed increases student engagement, academic and social/emotional growth, graduation, and transition. According to the 2022-23 Annual Survey, 88% of VOCS 4th-12th grade students feel connected to VOCS while on campus, and 92% feel engaged at school. Additionally, the 2022-23 Annual Survey reports 94% of educational partners feel VOCS demonstrates caring and concern and has high expectations for students in an environment that honors individual differences and is conducive to learning. Continuing to create and promote a safe, secure, and inclusive school environment that is accessible and conducive to student learning is an integral part of the vision and mission of VOCS. Goals and actions will help achieve this goal, especially for our socioeconomically disadvantaged students. Met 22MAY2023 2023 15101571530500 Ridgecrest Elementary Academy for Language, Music, and Science 6 The data show that REALMS has much potential and room for improving student outcomes for all ethnic and non-ethnic subgroup. An additional Math intervention has been selected and an additional assessment, Interim Comprehensive Assessment (ICA) has been selected which aligns directly to CAASPP's SBAC assessments. Met 27JUN2023 2023 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 2022-2023 school year for 5th and 6th grade elementary students and 7th grade at the middle school. Elementary data indicates continuous growth over 3 years in the area of School Connectedness and an increase in 2022-2023 in the area of Meaningful Participation. AVID strategies, PBIS, and Safe School Ambassadors work as well as a focus on engagement strategies in classrooms lessons will be continued to support these areas. A continued decrease in perceived school safety has promoted a significant focus on Social Emotional Learning and the implementation of RULER for the 2023-2024 school year. Middle school data is significantly different than elementary schools across the district with large declines in the areas of School Connectedness, Perceived School Safety, and Meaningful Participation. Student interviews were utilized to further investigate California Healthy Kids Data leading to modifications in daily schedules, an added lunch session, the addition of staff to decrease class sizes, an increase in visibility of administrators, and a great deal of team planning at the site to focus on consistent and coherent implementation of PBIS and consequences arising from misbehavior or unsafe behavior. Ensuring parents are informed is a key element identified as needing improvement. A tiered intervention system for behavior has been developed and is being implemented for the 2023-2024 school year to develop consistency across the district. Focus areas for school sites have been facilities upkeep, social-emotional learning supports, caring adults at school, and promotion of parent involvement in schooling as site observations and referrals indicate social-emotional stress continues to be high. Two additional school days for the 2023-2024 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. The district is promoting district-wide initiatives for implementation of PBIS Rewards online, Safe School Ambassadors, RULER for Social-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. Met Students, staff, and parents are united in concerns over safety and security which prompted discussions leading to aligned actions for the 2023-2024 school year. 27JUN2023 2023 15633210000000 Bakersfield City 6 Overall, in Spring 2023, 70% of students indicated that they liked school compared to 79% in the Fall of 2022, 83% indicated they feel welcome at school compared to 85%, and 63% indicated they liked school compared to 73% in the Fall. The survey results indicate across almost all questions regarding instructional climate, students in higher grade bands provide lower ratings compared to students in lower grade bands. (Hanover Research Student Climate Survey Spring 2023) The survey’s Spring 2023 administration key findings indicate that while most students perceive their school’s emotional climate positively, there has been a decline in student ratings in Spring 2023 compared to the previous administration in Fall 2022. The district continues to evaluate with other local measures the effectiveness of support through the administration of local student climate surveys, which focus on finding the current district/school status among students in grades 3rd-8th that identify the emotional and physical environment, instructional climate, student attitudes towards school and relationships with adults for academic success. To ensure students have safe campuses and improve student perceptions of safety across all grades, the district will continue with campus supervision (CPALs) and noon-time activities that engage students in positive interactions, which will help reduce the number of disciplinary referrals that may lead to suspension and expulsions. In addition, continuing to provide professional development for staff, teachers, and administrators who approach disciplinary actions from a restorative justice perspective will build positive relationships with students and staff. An emphasis will continue to be placed on adult self-care, self-compassion, and compassion fatigue. Professional development opportunities and resources will be catered to each site by the MTSS team to support stress and burnout among all educators. Met 27JUN2023 2023 15633390000000 Beardsley Elementary 6 DATA: Results of the 2023 annual Student Survey, given to students in 3rd through 8th grades, show that 84% of students responded that their school cares about students; 65% said they feel safe at school; and 56% like school. Parent survey results show that 89% feel that their children enjoy school; 87% say their child's teacher makes learning fun; and 89% agree their schools are safe places to learn. Results of the 2021-2022 California Healthy Kids survey show only 29% of 6th graders and 17% of 7th graders reported engaging in meaningful school participation. In regards to school safety 43% of 6th graders and 39% of 7th graders said they felt safe at school. Key indicators for substance abuse results show 23% of 6th graders state they have used alcohol or drugs at some point in their life, and 5% of 7th graders admit alcohol or drug use during the last 30 days. 48% of 7th grader students reported experiencing chronic sadness/hopelessness, up 8% from the prior year's survey. Additionally, 25% admitted they had considered suicide, a 95 increase from the last survey. MEANING: While the Healthy Kids survey data is specific to 6th and 7th grade students, the social-emotional needs of students across all grade levels continues to be a priority for the Beardsley School District. USE: The district will continue to employ School Social Workers, School Psychologists, Student Intervention Facilitators, and Multi-Tiered Systems of Support to address the needs of students. School sites will continue to provide activities to promote engagement and school connectedness of students (dress up days, incentives, token economy, etc.) and make campus environments inviting, clean, and safe for all students and families. Met 26JUN2023 2023 15633540000000 Blake Elementary 6 The district provides multiple opportunities for students, parents, and community members to have a voice in their operations of the school. These opportunities are offered through parent and student advisory meetings at the beginning of the school year and perception surveys at the end of the school year. All students, K-8th are given the perception survey at the end of each school year. The results of our surveys show that 100% of our students feel safe at school and 100% of our students report feeling connected and welcome to school. Met 21JUN2023 2023 15633620000000 Panama-Buena Vista Union 6 The Panama-Buena Vista Union School District (PBVUSD) administered a 2022-2023 Student Connectedness Survey to students in grades 3-8 to gather information regarding school climate and connectedness and overall student perceptions of school. This local student survey included an opportunity for students to give feedback concerning multiple areas of connectedness. The information gathered from the survey was 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 72% of students feel that teachers and staff care about them and 68% of students reported that they feel they belong at school. 73% of students surveyed reported that if they are absent, they feel there is a teacher or other adult at school who notices their absence. The survey identified 68% of those surveyed feel like it is easy to talk with teachers/staff at their school. While the results of the survey overwhelmingly show students are comfortable going to an adult on campus with, there is still a need for continued professional learning opportunities for school-based staff (certificated and classified) to enhance the positive culture and climate at all 25 campuses in P-BVUSD. Also, all responses indicated junior high students feel the least connected with the lowest percentages of students responding that they feel connected at school. Only 53% of 8th grade students felt they belonged at school. PBVUSD is implementing the Tiered Fidelity Inventory (TFI) at all 25 school sites to measure the implementation of Positive Behavior Intervention and Supports (PBIS). Professional development is being delivered on deepening 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. To address the lower levels of connectedness on our junior high campuses, new strategies are being implemented to welcome students to campus, provide daily SEL, and to increase peer relationships as well as peer to staff relationships. Two additional teachers on special assignment are being hired to support in the area of positive behavior strategies. Met 27JUN2023 2023 15633700000000 Buttonwillow Union Elementary 6 Annually, students, parents, and staff are given surveys that include questions regarding school safety and climate, A county wide survey administered to students in grades 3-8 showed 64% of students felt like they belonged at school and 70% felt like the teachers and school staff care about them. Additional survey 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. 82% of parents reported that their students like coming to school. 94% felt the school provided a safe environment. 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 14JUN2023 2023 15633880000000 Caliente Union Elementary 6 There was a leadership transition during the 19-20 school year, but it did not affect overall progress and overall climate among faculty, parents, and students. Furthermore, school climate will continue to be a primary focus. Surveys were sent home and offered during school-wide events regarding feeling safe and connected to the school with 100% feedback. While it is important students feel connected with the school there is more work in this priority to be accomplished. The first adjustment will be to ensure common alignment with the district's vision, mission, and core values. This alignment will anchor everyone on a shared vision of college and/or career readiness. Moreover, the superintendent/principal along with school staff will attend training focused on creating positive behavior supports and establishing a climate of excellence. The plan will be to create and implement a culture plan with strategies adopted from the training will be necessary in order to increase awareness throughout the school year while seeking student feedback throughout the process. Met 14JUN2023 2023 15634040000000 Delano Union Elementary 6 Delano Union Elementary School District has made significant progress in the area of School Climate in recent years. The pandemic brought about significant changes regarding the mental health and wellness needs of students as well as their connectedness to each other and to school. District schools are making a concerted effort to create an environment where students feel valued and respected. Our most recent administration of the California Healthy Kids Survey (2022-2023) reflects the important role that district schools play in not only fostering a caring learning environment, but in helping students grow as human beings. 96 % of students indicated their school helps them resolve conflicts with one another on campus, and 98% of students indicated that their school teaches students to understand how other students think and feel, and 99% of students indicated that their school teaches students to care about each other and treat each other with respect. On a recent LCAP survey, 84.7% of respondents indicated that students believe that their school works with parents and guardians to help them do their best at school, and 89.1% of students blieve they are being supported with their instructional needs. These results reflect the concerted effort of staff, students, and families to work together to ensure that students are supported as they work towards their learning goals. There is a need to reestablish MTSS teams at each school site to support the social-emotional learning needs of students and maintain multiple levels of response when needs arise. Met We are in the process of re-launching our fully functioning MTSS team at all 12 of our school sites. The members represent all areas of the campus/community including teachers, classified staff(i.e., custodians, cafeteria workers, etc.) parents, school psychologist, school social workers, and site administration and will include students at some of our school sites. There are even students on some teams. Within those team meetings, the focus is largely on safety, culture, connectivity, environment, and learning for all students and for all staff. Using the tools of our MTSS process, we are continually assessing our systems and looking at barriers that might prevent a child from being successful in school and asking the question, “Now, what are we going to do about it?” All twelve school sites have access to social workers that have been hired to help address the Tier II behavior and social emotional issues and to help remove barriers to student learning and thriving in their school environment. In addition, our students complete regular SEL survey check-ins and participate in daily SEL instruction. 12JUN2023 2023 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 2022-2023 school year and for the start of the 2023-2024 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 3-6; NVLA has been surveying students and monitoring the data since 2016. On the PBIS Self-Assessment Survey from Fall of 2022, the “Implementation Average” for Nueva Vista Language Academy has increased to 83% in place. Meanwhile, on the PBIS School Climate Survey, the average overall score for Nueva Vista Language Academy has remained very strong at 3.33 in the Spring of 2023. ( 4.0 = “Always” and “3.0 =“Often”). Question number three on the School Climate Survey states ”My school wants me to do well"" and Approximately 230 students scored an average for this question at 3.88, 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. For the 2023-2024 school year, we will be ""Launching Learners"" as this year’s theme. NVLA students, staff and parents will blast off into space. Each quarter, students will learn about Space Science 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." 12JUN2023 2023 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. The principal stands outside the entrance to the school every morning to say hello and fist bump 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. 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, students are given an ice cream pass for partcipating in themed dress up day. Incentives are given out to recognzie good behavior or for doing something respectful, like picking up trash while walking or holding the door for a staff member.. Students who are recognized for good behavior are also allowed to occasionally spin a wheel for a prize located in the ASB room. CAMSA continues the practice of holding 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 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. The office staff also practices excellent customer service to welcome parents and community members. CAMSA rearranged the office furniture for a more welcoming and inviting atmosphere. Met 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 decreased from 3.12 in the Fall of 2022 to 2.95 in the Spring of 2023. This increase means students felt safer, more respected, and more connected earlier in the school year. According to the 2022-23 California Healthy Kids Survey administered to 7th grade students, 73% of 7th Graders reported they had high expectations from adults at school with 71% being motivated academically. The staff and administration are working hard to improve the overall school culture so that every student feels safe, connected, and receives parental support. 12JUN2023 2023 15634046009369 Del Vista Math and Science Academy 6 "According to the 2022 California Healthy Kids Surveys, Del Vista achieved a very good 96% fifth-grade participation rate. The results indicate that 97% of the students who participated in the survey believe that adults in the school have high expectations, while 93% believe the school provides social and emotional learning support. Additionally, 78% of the students indicated that parents are actively involved in their schooling. Moving on to the results of the 2023 PBIS School Climate student survey, which uses a scale with the highest rating being 4, Del Vista Math & Science Academy received the following scores: 3.83 for ""My School encourages me to excel,"" 3.78 for ""My school enforces clear rules for behavior,"" and 3.59 for ""Teachers treat me with respect."" The lowest score among all students was in response to the statement ""Students in my class behave in a manner conducive to effective teaching,"" with a score of 2.56. Furthermore, the survey does reveal some gender differences, with male students scoring slightly higher at 2.83 compared to female students' score of 2.7 in terms of perceived school performance. To enhance emotional well-being, the school has implemented a weekly emotional check-in using Sown to Grow prompts on Wednesdays. As a safeguarding measure, the administrative team and the school social worker receive alerts when students use trigger words in their responses, prompting immediate follow-up and support. Additionally, the school social worker has worked with student groups to address the social and emotional learning (SEL) needs of our students." Met 12JUN2023 2023 15634120000000 Delano Joint Union High 6 The Delano Joint Union High School District administers a climate survey to all students during the fall semester. The total number of the responses for the student survey was 2,891. The survey includes specific questions geared at school safety and student connectedness to school. Survey results indicate that the majority of the students (89%) feel safe and connected to school. Over ninety five percent of students feel that the school effectively addresses attendance, dropout, and graduation. In addition to the positive response regarding school climate and connectedness, students also indicated that they have access to a broad course of study (93%) and the necessary standards aligned instructional materials (97%). Based on these 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. As a result, our district continues to prioritize actions in the LCAP that specifically address school connectedness and incentives. The district continues to prioritize training staff training on improving school connectedness. This has included the hiring of a school social worker and sending intervention counselors and therapist to mental health trainings. Actions will also focus on increasing after school programs for students to find community within the school. Met 20JUN2023 2023 15634200000000 Di Giorgio Elementary 6 The most recent California Healthy Kids survey data showed that 45% of 7th graders surveyed felt very connected to the school and 38% reported they have an adult at school that truly cares about them. These scores are much lower when compared to the 2022 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 increased to 94.1% during the 22-23 school year. Met 21JUN2023 2023 15634380000000 Edison Elementary 6 The 2022-2023 California Healthy Kids Survey Data showed that 61% of testers felt very connected to the school and 60% of testers that they felt safe at school. The California Healthy Kids Survey will be conducted every year with fifth and seventh graders, and the results will be shared with all educational partners. The District also conducted the School Connectedness Survey from the Kern Integrated Data System this year to replace the PBIS School Climate Survey. On this survey, 75% of the students reported that they feel like they belong when they are at school and 75% said that they feel like it is easy for them to talk to teachers/staff on their school site. In 2023-2024, we plan to also administer this School Connectedness Survey to staff and parents. Met 26JUN2023 2023 15634460000000 Elk Hills Elementary 6 Reflections from the School Climate Survey administered by WestEd provided the following key takeaways: 81% of students feel cared about by their teachers, 86% of students felt that people of different cultural backgrounds, races, or ethnicities get along well at this school, 83% of students feel that there a chances for students to be involved in school activities, 76% of students feel socially accepted, 67% feel safe at school, 54% feel students are bullied or cyberbullied at times, 33% believe it is easy to use or try drugs or alcohol at school or school-sponsored events, 79% would report a threat if heard to someone in authority at school, 85% feel the school and grounds are kept clean, 88% believe their teachers expect them to do their best all the time, 82% believe they can talk to their teachers about problems in class, and 88% feel that adults working at the school reward students for positive behavior. Based on these results, Elk Hills is continuing its school wide mentorship program and SEL work, bolstering its PBIS work, implementing an anti-bullying campaign, and hosting substance awareness/abuse classes. Met 15JUN2023 2023 15634610000000 Fairfax Elementary 6 DATA: Reflect on the key learnings from the survey results and share what the Fairfax learned. Fairfax LEA has gathered valuable insights from the survey results. Overall, there has been a positive trend in student perceptions of school safety and connectedness. Students' perception of receiving a good education has remained consistently high, with 85% in the latest survey. It is encouraging to see an increase in the percentage of students who feel they can talk to a staff member (from 61% to 70%) and believe that the school works with their parent/guardian to help them succeed (from 65% to 80%). The perception of safety at school has also improved, with 74% feeling safe in the most recent survey. MEANING: What do the disaggregated results (if applicable) of the survey and other data collection methods reveal about schools in Fairfax, such as areas of strength or growth, challenges, and barriers? Disaggregated results indicate areas of strength and areas for growth within Fairfax schools. While the overall percentages are positive, it is essential to consider the specific needs of student groups. For example, there may be disparities in the percentage of students who feel safe at school among different student groups. These disparities can serve as a starting point for targeted interventions to create an inclusive and safe environment for all students. Challenges and barriers identified through the data include the perception of staff effectively addressing attendance issues and preparing students for future college or career paths. Addressing these challenges will require focused efforts and strategies to improve attendance management and enhance college and career readiness programs. USE: What revisions, decisions, or actions has, or will, Fairfax 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 survey results, Fairfax is committed to taking action for continuous improvement. To address challenges and barriers, Fairfax will initiate targeted efforts to enhance attendance strategies and ensure students receive the support they need for future college or career paths. This may include professional development for staff, implementing evidence-based attendance interventions, and strengthening partnerships with colleges and industry professionals. Fairfax will also prioritize the ongoing collaboration between schools and families to continue fostering a positive and supportive educational environment. By implementing these revisions and decisions, Fairfax aims to promote student well-being, academic success, and a sense of belonging for all students. Fairfax LEA is dedicated to fostering a collaborative approach to ensure that schools within the district provide a place where students and staff feel valued and motivated. Through a comprehensive analysis of survey data and other feedback, Fairfax has gained valuable insight Met 29JUN2023 2023 15634790000000 Fruitvale Elementary 6 "The District surveyed students from grades 3-8 including questions regarding the local climate, school safety, and school connectedness. 2023 Elementary student results revealed: 75% 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 73% state they feel safe at school (18% do not know) 81% report their teacher cares about them 86% like the library and feel safe in the library 76% 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."" 2023 Junior High Student 7th - 8th Grades) Responses: 65% state their school provides different opportunities for students to be successful 71% state their teacher and school has high expectations for students to learn and succeed 51% state they feel safe at school (30% do not know) 51% report their teacher cares about them (41.5 do not know) 63% like the library and feel safe in the library 62% like our daily SEL Advisory Class/curriculum and feel it is good for students 74% 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."" The District recognized a population of students who do not know how to access a counselor. Additionally, as students returned to sites for in-person instruction, the staff recognized students were returning with a high level of emotional and behavioral support needs. The District hired an additional counselor as well as a District Social Worker. 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 support connections for homelessness, mental and medical health as well as food insecurity. The District surveys also revealed Library conditions to be a place where students feel safe. The District added family connections through Library Community Centers and Summer Programs. Student Surveys reflect majority support for SEL curriculum, Positivity Project & Advisory Classes." Met 15JUN2023 2023 15634870000000 General Shafter Elementary 6 Based upon data from the CA Dashboard as reported through district reporting our pupil suspension and expulsion rates are 0%. In grades K-5 our students indicated they feel safe at school. This grade span indicated they like coming to school to and would like to have more recess time with their friend, especially lunch recess. The higher grades (4-5) in this span indicated the classwork was hard In the 6-8 grade span, this group also feels safe at school. They would like to see more athletics and other school activities. This grade span indicated they would like to have more field trips. Also, indicated by this grade span was their desire socialize with their classmates. 6-8 grades believed the academic standard were high the work was normal to hard. Based on local student survey: 81.58% of our students enjoy school 91.46% of our students feel safe at school 48.61% feel the academic expectations are high. Met 07JUN2023 2023 15635030000000 Greenfield Union 6 In 2022-2023, the Greenfield Union School District administered the annual Student District Needs Assessment Survey to 4,230 students in grades 4th through 8th. Results from the 2022-23 Student District Needs Assessment for grades 4th through 8th show that: 54.3% of our students report they look forward to participating in school each day. 59.6% of our students feel safe at school. 80.8% of our students report teachers keep them informed of their academic progress. *Results taken from the district’s 2022-2023 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 2022-2023 Needs Assessment Survey, 54.3% of 4th through 8th grade students look forward to participating in school each day. This is a nearly 10% decrease from the 2021-22 survey results. The results of the 2022-23 survey show that 59.6% of our 4th - 8th grade students feel safe at school. This is a 8.6% decrease from the 2021-2022 survey results. A decrease in perceptions of safety may be a result of the increase of mass shootings that have made recent headlines. 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 2.11). 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 80.8% of our 4th-8th grade students report being informed of their academic progress. This is a 1.7% decrease from the previous year. The district transitioned to quarter system at the elementary school sites in 2022-23. Due to this implementation, the new system requires teachers to reassess their pace and progress monitoring of student achievement. Met 14JUN2023 2023 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 1% in students knowing where to go for help with their problems at their school from 2021-22 to 2022-23. Parent responses indicated that parent perception that students know where to go for support services on campus increased by 2% from 2021-22 to 2022-23. Student responses demonstrated an increase of 1% of students who feel that students on their campus care for them, and an increase of 1% of students feeling they have someone on campus that cares about their personal lives as well as their academics from 2021-22 to 2022-23. To address this data the KHSD will continue to improve school safety and connectedness perceptions, and will continue to build and strengthen relationships/partnerships with staff, students and the community. Schools within the 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. The 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. The 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. The District 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, and continues to make, significant investments in behavior intervention, equity, inclusion, school social work, nursing/health services, interagency partnerships, community collaboration, and substance abuse. 26JUN2023 2023 15635291530435 Kern Workforce 2000 Academy 6 Schools within the 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. The Kern Workforce Academy has allocated additional support staff to work with students, including those who are in need of additional mental health and/or substance abuse support. The Kern Workforce Academy 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. The District 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 and continues to make, significant investments in behavior intervention, equity, inclusion, school social work, nursing/health services, interagency partnerships, community collaboration, and substance abuse. 23JUN2023 2023 15635450000000 Kernville Union Elementary 6 The following Local Climate Survey results were reported on the California Schools Dashboard: • Students enjoy going to school: Elementary Students 94% Yes and Sometimes, Middle School Students 73% Yes and Sometimes • Students feel safe at school: Elementary Students 66% Yes, Middle School Students 45% Yes • Students feel their teachers are supportive and care about them at school and can ask for help: Elementary Students 95% Yes,Middle School Students 67% Yes • Students feel they have friends at school: Elementary Students 86% Yes, Middle School Students 82% Yes • Students feel students’ misbehavior is addressed: Elementary Students 87% Yes and Sometimes, Middle School Students 77% Yesand Sometimes Overall, a majority of our elementary and middle school students feel safe and enjoy school. This will be an important factor as KUSD continues to improve student outcomes. 2023-24 Local Control and Accountability Plan for Kernville Union Elementary School District Page 9 of 116 KUSD will continue to maintain and build upon these successes through staffing that supports students and programs. KUSD will maintain small group, targeted instruction in classrooms, provide tier 2 and 3 interventions, provide coaching and support to teachers, continue monitoring attendance and visiting homes of chronically absent students, and update our Continuous Improvement Plan to support these successes and the LCAP. KUSD has strengthened its social-emotional learning student supports by hiring one school social worker through the Kern County Superintendent of Schools, one additional school psychologist, and three mentors through Americorps and Garden Pathways. Teachers continue to reinforce positive behavior expectations through through PBIS and The Leader In Me programs. Met 27JUN2023 2023 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. 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 06JUN2023 2023 15635600000000 Lamont Elementary 6 "The California Healthy Kids Survey is conducted every year for seventh graders and recently to sixth grade as well. In addition, Students in 3rd through 8th grade take the local Student Connectedness Survey. On the California Healthy Kids Survey, students respond to questions pertaining to school safety and school connectedness. In 2021-2022 school year, out of 195 sixth grade students who responded, 62% felt connected to the school and 66% felt safe at school. Out of the 304 students in seventh grade who took the survey 52% felt connected to the school and 51% perceived school as being safe. Student perceptions of school safety and connectedness has changed as we 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 2021-2022 school year post-pandemic. The following is what LESD learned about the data when it comes to School Connectedness. In 2018, 62% of seventh grade students who took the survey 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. Student Connectedness survey indicate that students in grades 3-8 66%% strongly agree or agree that they belong in school and 69% strongly agree or agree that teachers and school staff care about them. When it came to students feeling like they have a lot of chances to get involved in sports, clubs and other school activities outside of the classroom with 26% agreeing or strongly agreeing. 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 the support systems to implement throughout the school year to the rest of the staff; 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. In addition, more ""fun"" and culturally relevant activities will be implemented outside the classroom. LESD does not perceive any barriers to meeting the 85% goal as the pandemic seems to be exciting and students remain in person to continue to work with them making them feel connected and safe." Met To reinvigorate our commitment to improving school climate, we are revamping school activities and efforts to create a more welcoming atmosphere. Open dialogue and collaboration, encourages staff to share their ideas and concerns about school climate. Creating opportunities to address concerns and make necessary improvements swiftly. Agenda items focused on climate-related initiatives and updates. Our Professional Learning Communities foster a culture of continuous improvement where educators can share best practices, discuss challenges, and work together to develop strategies for enhancing the school climate. Through the Learner Collaborative and other activities, we are involving students in discussions and decisions related to school climate. Their insights and ideas can be invaluable in shaping a more welcoming and inclusive atmosphere. Lastly, we maintain open and transparent communication with all educational partners, keeping them informed about climate improvement efforts, progress, and outcomes. 01JUL2023 2023 15635780000000 Richland Union Elementary 6 Data: In April of 2023, we administered the Richland School District Spring Student Survey to our 5th - 8th-grade students. 34.4% of students reported feeling safe most or all of the time, while only 29.2% of our 5th and 6th-grade students reported feeling connected most or all of the time. 19.2% of 7th and 8th grade students reported feeling safe most or all of the time while 15.3% 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 provide activities for students during recess Meaning: More than 60% of our 5th and 6th-grade students and over 70% of 7th and 8th-grade students do not feel a sense of safety and 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 professional development for staff, particularly our yard supervisors, in PBIS and student safety on the playground. there will also be efforts to increase student and family activities (as part of our Priority 3 goals as well). There will also be continued maintenance of equipment students have requested (soccer nets, soccer balls, basketballs, basketball court improvements). Met 26JUN2023 2023 15635780135186 Grow Academy Shafter 6 Grow Academy conducts SEL surveys multiple times a year to gauge 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, class counsel. Results for the Spring 2023 Student Self Report on Social Emotional Learning (SEL) Survey show increases in the areas of Perseverance, Self-awareness, Self-efficacy, and Social Awareness/Social Competence. The results indicate that Grow Academy Shafter scholars believe in their ability to work through academic rigor, social challenges, and ultimately believe that they have the skills to overcome barriers to success. The disaggregated data in the areas of Perseverance, Self-awareness, Self-efficacy, and Social Awareness/Social Competence reveal strengths, such as 78% of our scholars believe that they stay interested in their goals even if they take a long time to complete and 87% of our scholars feel like they are diligent and never give up. The data also suggest that while scholars believe they can persevere and reach their goals, 23% reveal that they are not 2023 Local Performance Indicator Self-Reflection for Grow Academy Shafter Page 13 of 17 confident in mastering the hardest topics in class. What this reveals is that although scholars believe they can stay the course in achieving their goals, there does appear to be a perceived barrier to mastering the hardest topics. Grow Academy Shafter will strive for continuous improvement by seeking actions that will help resolve the disconnection between perseverance and self-efficacy and mastering the hardest topics in class. In seeking to support our scholars in this area we must be intentional when it comes to providing adequate supports for our scholars to meet each milestone in the learning process towards mastery. This can be accomplished by first sharing this information with educators and coaches and creating Individualized Learning Plans (ILPs) in coaching children through the growth mindset process to fruition and accomplishment of academic goals. Met 20JUN2023 2023 15635860000000 Linns Valley-Poso Flat Union 6 Our district’s focus is to ensure students feel safe and connected at school. We will be revisiting our programs and surveying students, parents, staff, and community members for ideas on how to increase their engagement with the school and find ways to increase feelings of connectedness. Overall, Linns Valley feels the school climate is positive. Results from the 2022-23 LCAP Survey given to students, staff, and parents reported the following: • 100% strongly agree or agree that they feel connected to the school • 100% strongly agree that they feel Linns Valley is and has maintained a safe and positive environment STUDENTS: Overall feedback from students is positive and they feel welcomed at school. Linns Valley continues to focus on providing a positive climate and healthy culture that is outlined in Goal 1. Students wanted more engaging activities during school. We feel that this is addressed in Goal 1 (Action 1 and 6). Students' excitement to be in school is a strong indication of the importance of peer relationships and in-person instruction. As with each year, students mention art as fun and engaging. DISTRICT ADMINISTRATOR Attendance due to COVID-related illnesses or exposures continued to cause students to be absent at a higher rate. Professional Development is needed to increase school attendance and college awareness TEACHERS/STAFF Attendance was an issue this year. With symptoms as a cause for a 5-day absence, attendance was low at times. Keeping the students on target with their classwork became a challenge. Students weren't always engaged upon their return. Following the pattern of the administration input and discussions are shadowed by the impact of COVID-19 in relation to stress for health concerns and desires to help students who may or may not engage fully. Professional development requests from Teachers/Staff/Board Members include AVID training. PARENTS Parents and community members have expressed thanks to administrators, teachers, and support staff for their persistence, motivation, and support of students. The group expresses a desire to continue the increased communication and engagement of parents. The group expresses thankfulness for the return to campus as volunteers and to have parent-involved activities once again. Met 29JUN2023 2023 15635940000000 Lost Hills Union Elementary 6 The district administers an 81 question School Climate Survey. All students in grades 4- 8 complete the survey on a yearly basis. The survey is analyzed by a student leadership team, administrators, the PBIS and Tier II teams. Results are shared with staff, parents, and board members. This year's survey indicates the following: Q7: My teachers care about me- 97% Agree or Strongly Agree. Q18: I feel like I am part of this school- 98% Agree or Strongly Agree. Q21: I am happy to be at this school- 95% Agree or Strongly Agree. Q26: I feel safe at this school- 99% Agree or Strongly Agree. The data gathered by the survey indicates that most students want to do well and feel safe in school. However, attendance and chronic absenteeism data shows minimum growth. 2021-22 Attendance Rate- 93.8%, Chronic Absenteeism Rate 20.3%. In 2023-24 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 support into one integrated system. The district will continue to focus on expanding Tier II and Tier III interventions and support. Furthermore, the district will provide parent education on the importance of regular school attendance. Met 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. 12JUN2023 2023 15636100000000 Maple Elementary 6 Maples survey data is rooted in an over 80% community respondent rate. This past March, we launched an aggressive campaign to engage our educational partners and set a goal to acquire 150 or more survey responses. Achieving this goal doubled our response rate compared to the 2021/2022 school year. 94% of respondents agree/strongly agree that Maple is a Safe and Clean Learning Environment. 97% believe also that Maple has safe arrival and dismissal procedures while 95% agree or strongly agree that Maple promotes a positive school climate with mutual respect. Nearly 97% of parents/guardians believe that Maple's arrival and dismissal procedures are effective and safe. In addition, our teachers do an amazing job serving students and this is evidenced by 77% of students agreeing or strongly agreeing that they understand their teachers' learning expectations. 83% of students also believe that the staff at Maple is friendly and helpful. Open responses on the last survey questions included specific parent feedback surrounding school safety procedures, discipline structures and clear and concise school communication. Students shared a desire for an expansion of a variety of activities and clubs on campus as well as a need for more individualized tutoring services to students. 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. Areas of improvement are in the area of safety procedures, communication, behavior expectations and accountability. Met 15JUN2023 2023 15636280000000 Maricopa Unified 6 Annual Updated Identified Needs: As stated above, 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. This reality is now two years removed and continues to prove to be a significant barrier to movement toward LCAP goals. 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 2 of the LCAP plan. 2021-2022 CAASPP Data for all students indicate -CAASPP ELA- Grades (3-8 & 11) All Students: Very Low English Learners: Very Low Hispanic: Very Low SED: Very Low White: Very Low -CAASPP Math- Grades (3-8 & 11) All Students: Very Low English Learners: Very Low Hispanic: Very Low SED: Very Low White: Very Low Local I-Ready Data for the 2022-2023 School Year indicates: Reading for All Students 10% On or above Grade Level 31% One grade level below 23% Two grade levels below 36% Three or More grade levels below Actions for English Learners (EL) (19.8%): A review of the needs, conditions, and circumstances based on our 2021 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 2022 CAASPP increased XX points in ELA, however they are still 111.7 points below standard. On the 2021-22 CAASPP, the English Learner students had a 6.39% Met/Exceeded Overall Performance Levels in ELA. This group on the 2022 CAASPP increased 13 points in Math, however, they are still 162 points below standard. On the 2020-21 CAASPP, the English Learner students had a 9.71% Met/Exceeded Overall Performance Levels in Math. Actions for Socio-economically Disadvantaged (SED) student population (95.4%): A review of the needs, conditions, and circumstances based on our 2022 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 2022 CAASPP decreased 7.09 points in ELA, they are still 92.8 points below standard. On the 2021-22 CAASPP, the Socio-economically Disadvantaged students had a 18.75% Met/Exceeded Overall Performance Le Met 08JUN2023 2023 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. Insight continues to provide opportunities for outings, however, after COVID we are providing both virtual and in-person events. Insight will continue to offer this as an option due to its success this year. Insight created virtual Lunch Bunch, hosted by the school counselors that is heavily attended by the students. Virtual club options for 2022-2023 school year are student created and driven, and often highly attended as well. Met 12JUN2023 2023 15636280128504 Peak to Peak Mountain Charter 6 Peak to Peak Mountain Charter administers the California Healthy Kids Survey each school year to students, parents, and staff. The 2022-23 Main Report reveals a School Climate Report Card that provides positive results across key indicators of school climate and provides two-year state averages on those indicators. Met 28JUN2023 2023 15636280134312 Blue Ridge Academy 6 Based upon a thorough analysis of the current school wide Climate Survey, the results indicate a tremendous increase in educational partner feedback, approximately 95% increased response rates. In the 2022-23 school year, survey responses increased to 1,751 responses submitted (903 parents, 417 students, 431 staff) 75.7% of parents surveyed strongly agree that their child(ren)’s teachers know how they best learn. 43.7% strongly agree that their child(ren) feels safe and connected to the school. 51.5% strongly agree that State standards / I Can statements are being taught to students, including English language learners, students with disabilities, and those who are gifted. Among students who were surveyed, 82.0% agree that they feel safe and connected to school. 57.1% strongly agree that their school provides a good education for them. 64.0% strongly agree that their school provides the materials necessary to learn and meet their educational needs. Staff that completed the survey said the following. 94.0% of staff agree that school administrators provide support when needed. 93.1% agree that school staff respects and embraces diversity. 92.1% agree that students respect their teachers and staff. 84.9% agree that the school provides a personalized learning environment for their students. 97.9% agree that their school is a safe place to work. 94.6% agree that the school provides their families with the information and resources necessary to support their learning. Finally, 95.3% agree that they feel safe and connected to the school. Met 06JUN2023 2023 15636280137687 California Virtual Academy at Maricopa 6 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, the school has/will implement the following: • LC Community social platform for parents/LCs to connect with other CAVA parents/LCs schoolwide and within specific grade bands, providing relevant and meaningful connections, information, resources, and support. • Coffee Chats in English and Spanish for parents and LCs to make connections, share information and resources, and build relationships. • ParentSquare schoolwide communication platform, weekly schoolwide and department newsletters/updates, email, phone calls, and announcements and updates shared in daily live class connects sessions. • Schoolwide initiatives to encourage and support fitness and movement. • Schoolwide Social and Emotional Learning (SEL) plan to drive the implementation to better support teachers/staff and positively impact the school's culture. The comprehensive plan includes the importance of behavioral and physical health. • Extended onboarding to support new students and LCs including adding 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/opportunities, video tutorials, transition support for Elem-MS-HS transitions, and family newsletters. • Care Solace • Expanded support, school supplies and holiday gifts for MKV and Foster Youth • Resources and support for families in need • Comprehensive summer plan to engage students, provide social interaction for students and families who are continuing with CAVA, new to CAVA, and students who need additional academic support. • Opportunities for students to interact in Class Connect (CC) sessions through the implementation of project-based learning and 3 Signature Practices (CASEL). • Service-learning course for students in grades 9-12, and service-learning opportunities are being offered schoolwide, including o Red Ribbon Week (Oct) o Operation Gratitude (Dec) o National School Choice/Talent Showcase (Jan) • In-person events offered to students, including school wide back-to-school park day, monthly all-school outing days, service-learning projects, clubs, e-Sports, picture day, pop-up events, and in-person celebrations, to create opportunities for students in geographical areas to connect and make friends. Met 26JUN2023 2023 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 23/24 LCAP survey for students, 83.1% of Heartland students in grades 4-12 that responded to the survey said they feel safe and connected to the school, while 15.9% were neutral on this topic. Furthermore, 89.9% 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, 89% 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 2022-2023. 2. As we review the data, we also see that a small amount of students (1.0%) 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 22JUN2023 2023 15636510000000 McKittrick Elementary 6 Based on the survey's, even though the percentage was well below average, the indicators represent that summer stem program with PE would be greatly appreciated. We are looking into having this happen this summer. Met 30JUN2023 2023 15636690000000 Midway Elementary 6 "Parent surveys revealed that most respondents (91%) Strongly Agree or Agree with all school climate questions. Safety, parent relations, and fair treatment of students were among the more favorable responses. The school's ""TIGER"" program promotes and celebrates attendance, citizenship, and academic successes. Students are recognized monthly and quarterly and can 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 20JUN2023 2023 15636770000000 Mojave Unified 6 Based on the most recent administration of the California Healthy Kids Survey (Grades 5, 7, 9, and 11 surveyed), 40% of students reported having a sense of connectedness, and 47% of students reported having a sense of safety. This data set reveals the continued need to prioritize school climate improvements. The Mojave Unified School District (MUSD) will continue the implementation of Positive Behavior Intervention and Support (PBIS), and Social Emotional Learning supports. Ongoing professional development in the areas of PBIS, implicit bias, and cultural awareness are included in the LCAP. Also included in our current LCAP is an action to establish focus groups to connect with underperforming students to gather valuable insights and feedback on how we can improve school climate and success. Met 29JUN2023 2023 15636850000000 Muroc Joint Unified 6 2022-2023 Elementary School connectedness- 89% Perceived school safety- 95% Meaningful participation- 51% Jr/Sr high School connectedness- 63% (Local Climate Survey) Student Connectedness Survey given in March 2023 Muroc Student Connectedness Survey - Students grades 3-12, 2022-2023 Easy to talk to staff- 62% Staff care about me- 63% Adult notice my absence - 67% Participate in school events - 33% Chances for students to get involved - 47% Feel like I belong- -55% 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 26JUN2023 2023 15636930000000 Norris Elementary 6 "The California Healthy Kids Survey was administered to 6th grade students in 2022-23. Below is a summary of the key indicators. School Engagement and Supports - 73% report school connectedness - 84% have academic motivation - 40% report school boredom - 64% believe there are caring adults in school – 84% believe there are high expectations from adults in school - 37% report meaningful participation - 79% report facilities upkeep - 78% report parental involvement in schooling – 70% report social and emotional learning supports – 72% report an anti-bullying climate School Safety - 83% feel safe at school – 87% feel safe on way to and from school - 22% have been hit or pushed - 32% had mean rumors spread about them - 42% have been called bad names or target of mean jokes - 10% have seen a weapon on campus School Disciplinary Environment - 78% report rule clarity - 47% report students well behaved - 63% report students treated fairly when break rules - 88% report students treated with respect Substance Use - 10% report alcohol or drug use - 0% report marijuana use - 1% report cigarette use - 1% report vaping Routines - 74% report eating breakfast - 20% report late bedtime Mental Health - 18% report frequent sadness - 72% report wellness The California Healthy Kids Survey was administered to 7th grade students in 2022-23. Below is a summary of the key indicators. School Engagement and Supports - 61% report school connectedness - 71% report academic motivation - 34% report school is really boring - 6% report school is worthless and a waste of time - 16% report 3 or more monthly absences – 41% report maintaining focus on schoolwork - 58% report caring adult relationships -74% report high expectations from adults in school - 25% report meaningful participation - 44% report facilities upkeep - 59% parental involvement in school School Safety and Cyberbullying - 58% perceive school as very safe or safe - 53% experienced any harassment or bullying - 35% had mean rumors or lies spread about them - 31% have been afraid of being beaten up - 14% have been in a physical fight - 14% have seen a weapon on campus - 27% report cyberbullying Substance Use - 6% report current alcohol or drug use - 2% report current marijuana use - 1% report current binge drinking - 0% have been very drunk or ""high"" 7 or more times, ever - 1% have been drunk or ""high"" on drugs at school, ever - 0% report current cigarette smoking - 2% report current vaping - 1% report current tobacco vaping - 1% report current marijuana vaping Routines - 66% report eating of breakfast - 8% report bedtime (at 12 am or later) Social and Emotional Health – 25% report social emotional distress – 29% experienced chronic sadness/hopelessness – 15% considered suicide – 60% report optimism – 71% report life satisfaction" Met Parents of K-8 students completed a survey in October 2022. 93.0% of parents believe the district effectively addresses attendance, dropout, and absenteeism issues. - 94.2% of parents indicate their child/children look(s) forward to attending school each day. – 94.3% of parents indicate their students are safe while at school. - 97.2% of parents indicate their child's school is clean and in good repair. In general, all of the schools sites in the Norris School District maintain a positive school climate, however, there is always room for improvement and we want to create the best environment possible for all of our students. In an effort to continually improve school climate, all of our campuses implement Positive Behavioral Interventions and Supports (PBIS). At the elementary campuses, there are also behavioral support aides to provide support to students who need guidance in both social and educational settings. Teachers are also implementing Social Emotional Learning (SEL) curriculum and SEL aides are being utilized to assist students in navigating emotions and interacting appropriately with their peers. At the middle school, they have started the Safe School Ambassadors program as well as the SLED (Students Leading Education) program. These programs give many students from a variety of different backgrounds the opportunity to be involved in leadership on campus resulting in students taking ownership and helping create a more positive school climate. 15JUN2023 2023 15637190000000 Pond Union Elementary 6 At least eighty percent of our students feel a sense of safety and school connectedness as per the California Healthy Kids Survey. Students feel safe in expressing their academic and emotional concerns to school staff. After students have expressed increased emotional anxiety and trauma due the recent pandemic, Pond has hired a full time social worker to provide socio-emotional support to our students. This decision has garnered positive response from our students, school staff and families. One of the challenges and barriers is that school staff and families are not informed on how to support our students when they are experiencing trauma and other socio-emotional needs. Our social worker has started her work in providing important information in areas such as suicide prevention, depression, substance abuse, and etc. Pond hopes that by providing these workshops, our school staff and other educational partners might be better equipped to support our students in all areas. Met 27JUN2023 2023 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 is continuing its work in building positive behavior supports. Each site has developed schoolwide behavior expectations and explicitly teach students what these positive behaviors look like in all areas of school campuses. These schoolwide behavior expectations are regularly reinforced in the classroom and are also shared with parents/families at the Back to School Parent Information Night. We will continue these supporting students and staff through the full implementation and sustainability of these expectations and continue to support positive behavior for students on all campuses. Met 13JUN2023 2023 15637680000000 Semitropic Elementary 6 When reflecting on the survey results, Semitropic was happy to see that students felt teachers cared abou tthem (89% agree) and students also feel like they have chances to help decide things like class activities and rules at this school (84% agree). 79% percent of students expressed that they feel like they belong at school. In addition, 81% of students surveyed stated they felt safe at the school. 91% of students agreed that adults reward students for positive behaviors. Met 22JUN2023 2023 15637760000000 Southern Kern Unified 6 During the 2022-23 school year, Southern Kern USD administered the California Healthy Kids Survey (CHKS) to students in grades 7, 9 and 11. The assessment has been deemed to be a valid measure of perceptions of school safety and connectedness. The sample size was: 7th grade 213 respondents; 9th grade 209 respondents; 11th grade 153 respondents. Perceived Safety at School. Feel safe or very safe at school. Grade 7: 33% Grade 9: 32% Grade 11: 36% Feeling Safe or Very Safe at School by Race/Ethnicity Hispanic: Grade 7: 34% Grade 9: 37% Grade 11: 34% African American, Grade 7: 40% Grade 9: 14% Grade 11: 42% White, Grade 7: 29% Grade 9: 29% Grade 11: 36% 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: 59% Grade 9: 39% Grade 11: 47% I am happy to be at this school. Percentage of students responding strongly agree or agree. Grade 7: 35% Grade 9: 30% 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. To address this need, which has been exacerbated by the COVID-19 pandemic, the District has increased the number of mental health therapists. We have also added a new social emotional learning specialist position. We have added the Hope Squad program as an elective class, which teaches students to support their classmates who may need help with their social emotional health. 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 21JUN2023 2023 15637840000000 South Fork Union 6 88% of South Fork Union Elementary parents feel the school is a safe place for students. South Fork Union brought in a School Psychologist/Counselor to provide intervention and social-emotional learning for students who are experienced trauma or behavior problems. Met 08JUN2023 2023 15637920000000 Standard Elementary 6 In the fall of 2021, a Co-Vitality Assessment was administered to 3rd-8th grade students. Parents could opt out of having their student participate. The results revealed that the majority of our students reported that they felt connected to their school. Compared to other youths in the state, our students' overall satisfaction and school connectedness fall within the average range. The district seeks ways to improve survey administration and the survey response rate. There is also a need for an annual social emotional health screening. A goal is to integrate the collection and analysis of the Co-Vitality assessment with an MTSS approach. Met 27JUN2023 2023 15638000000000 Taft City 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 2020-2021 and 2021-2022 CHKS administrations. 2022 Local Performance Indicator Self-Reflection 2021-2022 Participation Rate: School Connectedness: Caring Adult Relationships: Feel Safe at School: Grade 6: 65%; Grade 6: 54%; Grade 6: 55%; Grade 6: 43% Grade 7: 86% Grade 7: 65% Grade 7: 44% Grade 7: 35% 2020-2021 Participation Rate: School Connectedness: Caring Adult Relationships: Feel Safe at School: Grade 6: 70%; Grade 6: 63%; Grade 6: 68%; Grade 6:76% Grade 7: 76%; Grade 7: 52%; Grade 7: 54%; Grade 7: 56% A year to year comparison with the same students who were 6th graders in 2020-2021 and 7th grades in 2021-2022 showed increases in participation rate and school connectedness and decreases in caring adult relationships and feeling safe at school. The overall lowest percentage for all groups and all years was consistently Feeling Safe at School with a range from 76%-35%. The overall highest percentage varies by year and student group. The outcomes of this survey data aim to improve school connectedness, student-adult relationships and feeling safe at school, in addition to many other categories. Met 21JUN2023 2023 15638180000000 Taft Union High 6 Taft Union High School District administers a local climate survey every year to our students in grades 9-12. In addition, we administer the California Healthy Kids Survey to grades 9 and 11. The local survey compares the District results to all schools in the national dataset where we were in the 40th percentile. The school climate results showed that students felt that 78% of our teachers were respectful towards them. 60% of our 9th graders felt safe or very safe at school and 78% of our 11th graders felt safe or very safe. Less than 10% of students reported being harassed for race, ethnicity, religion, gender, sexual orientation or disability. Less than 10% of students also reported ever being bullied, pushed around, or in a fight at school. 47% of our 9th graders feel connectedness at school and 59% of our 11th graders. This shows that the longer they are here in the District the more we connect with the students. Some areas of growth for the District are to connect with our 9th graders earlier so they feel more connected and work to increase the number of students who know that adults on campus care about them. The District will continue to work with classes and clubs on campus that focus on increasing school climate and encouraging students and staff. The district will continue to operate its community school program and partnership with the Lost Hills Consortium to provide student support through school workers on each campus. Met N/A 12JUN2023 2023 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. In grade 5 parents must opt their student into the California Healthy Kids Survey. Golden Hills did not have a high enough participation rate to generate scores. Panorama survey results provide the following data points regarding students having a positive relationship with their teacher: 48% of Tehachapi High School (THS) students, 54% of Jacobsen Middle School (JMS), 77% of elementary students at Cummings Valley Elementary (CV), Tompkins Elementary (TE), and Golden Hills Elementary reported having a positive relationship with school personnel; 50% of THS students identified that they felt safe at school, while 56% of JMS students report feeling safe at school, and 61% of elementary students reported feeling safe at school. All students reported positive growth in positive relationships with their teachers and school safety when compared to data points from the 21/22 school year. Actions have been implemented to increase the security, well-being, and 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 the middle school and high school to address the needs of students who engage in suspendable behavior at secondary school sites. At all sites district-wide PBIS strategies were utilized, 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. In the 23/24 school year, all school sites will also have an Intervention Specialist to assist with meeting the social-emotional needs of students. Met 27JUN2023 2023 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 visibility and safety across the campus. Cameras were also 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 was 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." Met VSD will continue to focus on growth in regards to school climate by regularly analyzing data as measured by Kern Integrated Data Systems, school attendance, and school suspension/expulsion. 12JUN2023 2023 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: 26% of Middle School students are displaying social-emotional distress 29% of Middle School students are experiencing chronic sadness/hopelessness 61% of Middle School students perceive school as very safe or safe 59% of Middle School students are connected to the school 80% of Elementary students feel safe on way to and from school 73% of Elementary students perceive school as very safe or safe 74% 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. Social-emotional learning and safety will continue to be an area of focus district-wide. USE: Based on the CHKS and other Educational Partners feedback results, the district will be in year 2 of the implementation of a Multi-Tiered System of Support (MTSS). During the 2023-2024 school year, the District will be in a partial implementation year with the implementation of MTSS. The District plans to see a positive impact on student's mental health and wellness. Met 22JUN2023 2023 15638590000000 Wasco Union High 6 The WUHSD utilizes the California Healthy Kids Survey annually to determine areas of strength, opportunities for growth and to identify any barriers that our students may be facing. Based on the most recent data, approximately sixty-five percent of students feel connected to their school. This is significantly lower than the Pre-COVID era. Academic motivation appears to correlate directly averaging in the mid sixty percentile. Another area of decline was how safe students felt while at school. The traditional comprehensive campus averaged fifty-five and a half percent while the alternative campus faired considerably higher at seventy-five percent. On a positive note, approximately eighty percent of students felt like there were many chances to get involved in sports, clubs, and other school activities outside of class. Met The data that the WUHSD has shown in this survey seems to be reflective with the loss of social connections post COVID. The Juniors who were surveyed missed their entire Freshman year in high school and this seemingly impacted their connectedness and sense of belonging. It also seemed to have some bearing on their sense of safety while at school. 22JUN2023 2023 15735440000000 Rio Bravo-Greeley Union Elementary 6 1. DATA: RBGUSD LCAP Students Grades 3-8 Survey 2023 School Safety - I feel comfortable going to an adult when I have a problem. 81.9% Agree - I feel safe while at school. 92.5% Agree School Connectedness - My school provides me with a good education. 97.4% Agree - I feel comfortable going to an adult when I have a problem. 81.9% Agree - I look forward to coming to school each day. 82.6% - My school is clean and in good condition. 87.4% Agree 2. MEANING: RBGUSD maintains a high status of students who feel safe while at school from prior years. 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. - Increase to 2.0 FTE school psychologist to provide social and emotional intervention supports and counseling. Met NA 12JUN2023 2023 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 the 22-23. 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: 62% 7th: 47% 9th: 40% 11th: 46% 11th* 55% Student Perceptions of ""Felt Safe"" 5th: 63% 7th: 46% 9th: 45% 11th: 50% 11th* 59% Response Rates and Sample Sizes: 5th: 27% (145/540) 7th: 93% (362/388) 9th: 86% (336/390) 11th: 95% (282/295) 11th*: 57% (31/54) *Mesquite H.S. 2. MEANING: 5th-grade students felt more connected to school and safer during the 2022-23 school year than 9th, 11th, and nontraditional students. School connectedness and perceived safety remain 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, it is evident that social-emotional learning should be a focus to continue reestablishing positive school cultures on each school campus. Universal expectations for student and adult behavior need to be taught and reinforced." Met 27JUN2023 2023 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: * 90.1% agreed to ""My child's school is a positive place to be"" * 87.17% agreed to ""My child is safe on campus"" While the percentages of parents agreeing with these statements are all relatively high, they are actually lower than the previous year indicating we have some work to do to improve. As part of our annual LCAP survey, students agreed with the following statements at the indicated percentage: * 68.8% agreed to ""My school is a positive place to be"" * 74.1% agreed to ""My school is safe for all students"" * 76.9% agreed to ""I feel safe at school"" The percentages of student agreeing with the statements above are all lower than the previous year. These percentages have been shared with site administrators and they are currently working on plans to improve in these areas. We can see a discrepancy between what parents think about safety and climate and what our students think. We have found that the majority of students that stated they did not feel safe came from our high school. Our high school is adjusting their cell phone policy, which seems to be a source of unrest with the students." Met 15JUN2023 2023 15751680000000 El Tejon Unified 6 The results of our Healthy Kids Survey have shown that only 60% have Academic Motivation, 52% feel they have a caring adult relationship, 37% and 21% feel they have meaningful participation. Even though the majority of students have come back to in-person instruction, programs and necessary social-emotional support is needed just as much now as ever to continue to try and get our students all back on track. Suspension rates also continue to be high at the high school. Strategies within the LCAP help address these areas as well as help bring necessary opportunities to students during the school day to help create a well-rounded human being. By focusing on social emotional learning needs, increasing access to courses, club, and activities, credit recovery supports, and ongoing progress monitoring of metrics listed below, we will provide a positive school climate that supports the whole child. Met 19JUN2023 2023 16101650000000 Kings County Office of Education 6 1. Findings: We have administered a local climate survey to students enrolled at our court school for the last several years. We 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. 88% of students felt very or somewhat supported regarding social and emotional need support. 2.Findings: 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 “feeling connected to the school” was another positive growth area. In light of the challenges created by the pandemic, we would like to continue our focus on ways to increase the percentage of students (88%) 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. 3.Findings: Court schools serve populations of students that come into and out of programs more regularly than in other educational settings. We promote positive safety through 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 meet more frequently with probation staff. We continue to focus our efforts on increasing staff collaboration, connectedness, and transparency. 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 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. The staff has continued to receive training in culturally responsive and trauma-informed practices. Met 16JUN2023 2023 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 (2023) said: 1) My child's school offers supports that help my child to be academically successful Grades TK-8 = 96.1% 2) My child's school provides a variety of activities/electives for my child Grades TK-8 = 88.2% 3) My child's school has teachers that go out of their way to help students Grades TK-8 = 98.1% 4) My child feels safe while at school Grades TK-8 = 92.8% 5) My child feels connected Grades TK-8 = 87.4 % 6) My child's school offers social-emotional supports for my child Grades TK-8 = 76.5% 7) I want to do well in school. Grades TK-8 = 90.2% 8) I feel safe while I am at school. Grades TK-8 = 60.9% 9) My school is clean and in good repair. Grades TK-8 = 33.5% 10) I have at least one trusted adult at my school that I can reach out to for help. Grades TK-8 = 85.4% 11) I am encouraged to participate in activities/sports at my school. Grades TK-8 = 73% MEANING: Strengths: All students generally want to do well in school Challenges: Less than 50% of students believe their school is clean and in good repair 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. Met 15JUN2023 2023 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. 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 employ more full-time teachers (instead of part-time staff) in an effort to continue to strengthen relationships between families and staff. Met 15JUN2023 2023 16638750112698 California Virtual Academy at Kings 6 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, the school has/will implement the following: • LC Community social platform for parents/LCs to connect with other CAVA parents/LCs schoolwide and within specific grade bands, providing relevant and meaningful connections, information, resources, and support. • Coffee Chats in English and Spanish for parents and LCs to make connections, share information and resources, and build relationships. • ParentSquare schoolwide communication platform, weekly schoolwide and department newsletters/updates, email, phone calls, and announcements and updates shared in daily live class connects sessions. • Schoolwide initiatives to encourage and support fitness and movement. • Schoolwide Social and Emotional Learning (SEL) plan to drive the implementation to better support teachers/staff and positively impact the school's culture. The comprehensive plan includes the importance of behavioral and physical health. • Extended onboarding to support new students and LCs including adding 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/opportunities, video tutorials, transition support for Elem-MS-HS transitions, and family newsletters. • Care Solace • Expanded support, school supplies and holiday gifts for MKV and Foster Youth • Resources and support for families in need • Comprehensive summer plan to engage students, provide social interaction for students and families who are continuing with CAVA, new to CAVA, and students who need additional academic support. • Opportunities for students to interact in Class Connect (CC) sessions through the implementation of project-based learning and 3 Signature Practices (CASEL). • Service-learning course for students in grades 9-12, and service-learning opportunities are being offered schoolwide, including o Red Ribbon Week (Oct) o Operation Gratitude (Dec) o National School Choice/Talent Showcase (Jan) • In-person events offered to students, including school wide back-to-school park day, monthly all-school outing days, service-learning projects, clubs, e-Sports, picture day, pop-up events, and in-person celebrations, to create opportunities for students in geographical areas to connect and make friends. Met 14JUN2023 2023 16638830000000 Central Union Elementary 6 DATA - In Grades 3-5, 53% of students report feeling safe at school compared to 63% reported by 6-8 based on the Student Survey Winter 2023. Student Sense of Connectedness was reported positively at a rate of 71% in grades 2-5 compared to 50% 6-8. In the area of connectedness, peer relationships continue to be the area of concern with 3-5 students reporting favorable 59% compared to 82% with adults. In 6-8, connectivity to peer and adults is now equal following an unprecedented shift from much higher connectivity with peers prior to COVID. The impact of the Pandemic on Student Connectedness and Sense of Safety continues to be evidenced in classrooms and local surveys. Staff continue to report higher incidents of social-emotional and/or behavior issues contributing to overall connectedness and sense of safety. A 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. The LEA is also in the process of forming a District Discipline Team to focus on these issues. MEANING - Data collection methods reveal some challenges to comparative data. In 2022-23, district moved to a different survey, leveraging the Panorama platform. With a change in how questions are being asked, it is challenging to compare current year data with previous data. Connectedness disaggregated results of the survey showed some interesting trends. English Language Learners (ELL): For 6-8 ELLs, while they responded more favorably to peer connectedness than their English Only (EO) peers, they responded less favorable to adult connectedness than EO students. In 3-5, there were no significant differences in Connectedness rate for ELL vs EO students. In both 3-5 and 6-8 EO students reported favorable at a higher rate than ELL students relative to Senses of Safety. Students with Disabilities (SWD): In both Sense of Safety and Connectedness, SWD rate of favorable response was higher than for other students. Parents: Other data collection reveals that parents (93%) overall their child’s school is a safe place. However, 74% rspond favorably to the ability to get help from an adult if a student is bullied at school. Parents also indicate that their child is experiencing connectedness (70% favorably) at school. Areas of Strength: Sense of Connectedness and Safety of SWD. Challenges: Our ELL students reported at lower rates for Safety than EO students. The majority of our ELL students are at one site. The community surrounding this site had multiple incidents requiring school lock downs this year in close proximity to the survey data collection. The District and Site need to consider what steps might be taken to ensure sense of safety even in these events. Growth: Investigate effective means of communicating to students adults available to help them if bullied and systems available (Stop It). USE - The LEA will continue to refine and enhance its Multi-Tiered System of Supports focused Met .... on the socialemotional/behavioral needs of students for purposes of continuous improvement. In addition, the LEA will continue to build the capacity of all staff to make connections and build relationships. Connectedness initiatives have been revisited at all sites. The district will continue to refine its MTSS website with resources, tools and strategies to support sites and staff in meeting the needs of students and improve student connectedness and sense of safety. Continue to remind staff to leverage to modules, ideas, and strategies learning from Dr. Joel Hood for developing student sense of connectedness. These focused on building the capacity of staff regarding awareness and steps to support both their own sense of belonging and that of students. Based on the findings, connectedness concerns persist. MTSS has demonstrated growth in students’ sense of safety and connectedness. So while this is not a new action, a districtwide renewed commitment and ongoing refinement is needed. Greater emphasis on acting based on monitoring data available 3x per year relative to connectedness and sense of safety is needed. Criteria: Assessment of the LEAs performance on meeting the standard: Met 16JUN2023 2023 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 February/March 2023. Survey results showed that 67% of students feel safe at school, while 86% of staff feel safe at school. 76% of students feel connected to the school most to all of the time. 76% of students feel adults at school care about them. The district probed students for circumstances that lead to students feeling unsafe. Students at the elementary level commented about being hit or pushed on the playground(41%), having kids spread mean rumors or lies (36%), being called bad names or jokes made about them (41%), or being teased (39%). 58% of elementary students responded that there is someone who often makes them feel bad, mad, or sad at school. 38% of 6-12 students responded that there is a student who often makes them feel bad, sad, or mad. At the 6-12 student level, over the past 12 months on school property, students reported the following unsafe conditions: being pushed, shoved, slapped, hit, or kicked (29%); been in a physical fight (13%); had rumors or lies spread about them (38%); property stolen from them (21%); been offered/sold/given drugs (13%); carried a gun (5%); carried another weapon (6%); been threatened with harm or injury (12%); and been threatened with a weapon (8%). 2. Meaning: The decrease in students’ feeling safe may be a result of recent increase in discipline issues and suspensions at the schools. There was a major incident at one of our schools. The incident had major media coverage which influenced the climate and safety on all our school sites. 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 school safety, the district will continue to provide Capturing Kids Hearts (CKH) training district wide this fall. 3. Use: The district continues to work towards providing 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. Kagan class building exercises will also be incorporated into classrooms on a weekly basis to help promote student to student relations Met 28JUN2023 2023 16639170000000 Hanford Elementary 6 1. DATA: Reflect on the key learnings from the survey results and share what the LEA learned. 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. (91.31% of students Agree/Strongly Agree) • I think it is important to have music at my school. (77.27% Agree/Strongly Agree) • Participating in music enriches my experience at school. (80.83% Agree/Strongly Agree) • Participating in Art motivates me to come to school ever day. (59.83% Agree/Strongly Agree) Students feel safe at school and connected to their school: • I feel safe at school. (74.06% Agree/Strongly Agree) • There is an adult I can talk to if I have a problem at school. (78.89% Agree/Strongly Agree) • I plan to go to college. (87.67% 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 (49.03% Agree/Strongly Agree) • Teachers, principals, learning directors, student specialists, counselors or other adults are able to prevent bullying at my school. (65.42% Agree/Strongly Agree) 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 in grades 5 through 8, from all of the district’s schools, participated in the survey. There were 1,914 responses. The survey was conducted online. Results are not disaggregated by subgroup. The data shows 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: What revisions, decisions, or actions has, or will, the LEA implement in response to the results for continuous improvement purposes? Why? If you have already implemented actions, did you see the results you were seeking? The district will continue to deliver a broad educational program to its students. The district’s educational partners 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 28JUN2023 2023 16639250000000 Hanford Joint Union High 6 We've identified a concerning statistic: only 53% of our student body report having at least one adult at school willing to help with personal problems, which is lower than the percentages reported in similar surveyed high schools. This realization has underscored the need for our staff to forge stronger connections with students and cultivate more personal relationships. As part of our plan to address this, we intend to implement Kagan Cooperative Learning structures as a strategy to facilitate relationship-building efforts. Not Met For Two or More Years 26SEP2023 2023 16639250137901 Hanford Online Charter 6 Data: 1. Overall shown improvements from 21/22 to 22/23 LCAP Survey (parents, students, and staff), Spring 2023 - Supporting student academic proficiency - 65% up to 71% - School/Home Communication - 65% up to 71% - Preparing students for college/career - 55% up to 59% New: Increasing parent engagement - 38% up to 65% 3. Resolv Survey Areas of Strength Parents: The district provides high-quality education for my student - 100% The district is preparing students for college/career paths - 100% You talk with teachers about how your student is doing/receive weekly communication - 100% Your student is motivated to learn at this school/looks forward to school most days - 100% Students: I am receiving a good education from my school - 77% My parent/guardian checks online to see how I am doing in classes - 72% In my school, there is a teacher/other adults who works hard to make me successful - 66% In my school, there are a teacher/other adults who believe I will be a success - 69% 4. YouthTruth Survey Parent Overall Areas of Strength: - Engagement - 87% - Relationships - 91% - Culture - 91% - Communication - 91% - School Safety - 91% - Adults at school have a positive view of student diversity - 88% YouthTruth Survey - Student Overall Areas of Strength: - Engagement - 67% - Academic Challenge - 81% - Culture - 83% - Expectations (academic rigor) - 80% - Relationships - 84% - Respect for Students - 75% MEANING Strengths: 1. Decrease in chronic absenteeism from 59.5% to 45.7%, down 13.8% from the prior year 2. We maintained an average enrollment of 160 students. Our students continued to participate in dual enrollment at the College of the Sequoias or West Hills Lemoore. Students could do a CTE field trip(s) to West Hills College. 3. We expanded social and emotional support. 4. We expanded opportunities for parents/guardians to be involved in the school. USE 1. On the YouthTruth Survey (21/22), students identified emotional/mental health supports as their low area - 65%. In our pivot, we will have a full-time counselor and a student specialist in 2022/2023 who will be vital for increasing regular student check-ins and guiding students. We are also adding a Student Specialist position to help with regular, home-to-school connections, referrals to community programs, and student retention. The percentage has increased to 69% for 22/23. This is still an area of growth. 2. Increase transitions to a trade school or college. 3. Continue engagement activities for students and families, virtually and in person. 4. Continue to develop/implement positive behavioral interventions and supports, social and emotional learning, academic interventions, and other school-to-home connections to address chronic absenteeism rates. Not Met N/A 26SEP2023 2023 16639330000000 Island Union Elementary 6 Date: 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 ourstudent survey that 93.8% feel safe and 92% feel connected. We are looking for further ways to help the students feel more connected. We noted from a K-8 Social Emotional Survey that we have an average of 1.6% of students who feel sad at school most of the time. Our student council will be creating events and activities monthly to help promote connectedness and school pride. Use: Our data is showing the importance of our implementation of mindfulness training school wide to support being mindful of our well being and ways to support ourselves during times of struggle. We have and will continue to employ a psychologist, Licenses Marriage and Family Therapist, and behaviorist on campus to support our students and staff. They empower the students and staff with strategies and supports as needed. Each teacher delivers lessons weekly from Caring School Community which builds social emotional well being and teaches strategies and provides practice in using these strategies to help students through difficult situations they may encounter i their lives. 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 integral in handling student issues this year that were beyond the classroom. They were committed to monitoring students throughout the year as well. Our multi-tiered system of support team (MTSS) reviewed the student, staff, and parent survey information noted a need for a common understanding of social and behavioral expectations throughout all areas of the school to provide an even more safe, positive, learning community. From stakeholder input we created common Cardinal Expectations and implement the school wide program with three Cardinal Expectations in each area from inside the classroom, cafeteria, library, to outside and more. Through the use of Cardinal Expectations, students and staff have stated they have seen an increase in positive, congenial behavior. Met 22MAR2023 2023 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 student survey that it states 93.8% feel safe and 92% feel connected. We are looking for further ways o help the students feel more connected. We noted from a K-8 Social Emotional Survey that an average of 1.6% of students who feel sad at school most of the time. Our student council will be creating events and activities monthly to help promote connectedness and school pride. Use: Our data is showing the importance of our implementation of mindfulness training school wide to support being mindful of our well being and ways to support ourselves during times of struggle. We have and will continue to employ a psychologist, Licensed Marriage and Family Therapist, and behaviorist on campus to support our students and staff. They empower the students and staff with strategies and supports as needed. Each teacher delivers lessons weekly from Caring School community which builds social emotional well being and teaches strategies and provides practice in using these strategies to help students through difficult situations they may encounter in their lives. 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 is integral in handling student issues this year that were beyond the classroom. They were committed to monitoring students throughout the year as well. Our multi-tiered system of support team (MTSS) reviewed the student, staff, and parent survey information noted a need for a common understanding of social and behavioral expectations throughout all areas of the school to provide an even more safe, positive, learning community. From stakeholder input, we created common Cardinal Expectations and implement the school wide program with three Cardinal Expectations in each area, from inside the classroom, cafeteria, library, to outside and more. The use of Cardinal Expectations students and staff have stated they have seen an increase in positive, congenial behavior. Met 22MAR2023 2023 16639410000000 Kings River-Hardwick Union Elementary 6 Through the Kings River-Hardwick LCAP Survey, information gathered showed that 85% of student felt a strong sense of safety and school connectedness. The School Resource Officer was also found to be a position that both student and parents feel strongly contributes to the feeling of a safe school campus. As a result of this data, the School Officer will continue to be maintained as a full-time position. All students, parents, and staff will be surveyed during the 2023-24 school year for reporting in the fall of 2024. Met 27JUN2023 2023 16639416010474 Kings River-Hardwick Elementary 6 Through the Kings River-Hardwick LCAP Survey, information gathered showed that 85% of student felt a strong sense of safety and school connectedness. The School Resource Officer was also found to be a position that both student and parents feel strongly contributes to the feeling of a safe school campus. As a result of this data, the School Officer will continue to be maintained as a full-time position. All students, parents, and staff will be surveyed during the 2023-24 school year for reporting in the fall of 2024. Met 27JUN2023 2023 16639580000000 Kit Carson Union Elementary 6 Kit Carson will continue to focus on multi-tiered system of support (MTSS) efforts this upcoming year to decrease the social-emotional issues we have been struggling with due to the Pandemic. If these supports are increased for students, families, and staff, we will see an increase in student achievement. 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. The district has implemented “buddy benches” on each playground so that students needing a friend can sit on the buddy bench. The above actions started in August 2019. Met 14JUN2023 2023 16639580136556 Kings Valley Academy II 6 In the spring of 2023, 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: * 99% of the students reported that they felt safe * 96% students 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. During the school year, 99% staff reported that they felt safe, and 100% staff 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 01JUN2023 2023 16639586113120 Mid Valley Alternative Charter 6 Kit Carson will continue to focus on multi-tiered system of support (MTSS) efforts this upcoming year to decrease the social-emotional issues we have been struggling with due to the Pandemic. If these supports are increased for students, families, and staff, we will see an increase in student achievement. 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. The district has implemented “buddy benches” on each playground so that students needing a friend can sit on the buddy bench. The above actions started in August 2019. Met 14JUN2023 2023 16639660000000 Lakeside Union Elementary 6 We administered a survey to all students enrolled at Lakeside School during the spring of 2023. Our results showed that 93% 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. 93% 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. Beginning in the 2023-24 school year the School Resource Officer will be on campus fun time, moving from 0.3 to 1.0 FTE. A Student Specialist position has also been added to support Social Emotional Learning and in providing a calming space for students. Met 21JUN2023 2023 16639740000000 Lemoore Union Elementary 6 In February 2023, a student survey was administered to students in grades 4-8. There were a total of 1,509 responses collected. 82% percent of 4-8th graders responded that they felt close to people at the school. 75% of students also responded that they felt like they were a part of their school. 79% of students felt happy to be at their school. This year, the results show that fewer students were happy to be at their school or felt like they were part of their school. However, more students reported that they felt close to other people at the school. 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 or felt like they are part of the school is directly related to the pandemic as this data is consistent with results all across the nation in school aged children. For 2022-2023, 44% 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 one percent higher than the number of students who spoke to the counselor in 2021-2022. Although the majority of students feel safe at school, 41% of 4-8th grade students worry about being bullied at school which is an increase of 8% from 2021-2022. 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 20JUN2023 2023 16639740100156 Lemoore University Elementary Charter 6 In February 2023, a student survey was administered to students in grades 6-8. There were a total of 125 responses collected. 90% percent of 6-8th graders responded that they felt close to people at the school. 76% of students also responded that they felt like they were a part of their school. 79% of students felt happy to be at 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. 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 2022-2023, 62% 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. The top areas of concern with students were: issues with friends/peers (50%), issues with grief/sadness (20%), issues with academics (18%), and issues with family (11%). Overall, school is providing a safe environment and creating 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 school site 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 20JUN2023 2023 16639820000000 Lemoore Union High 6 Surveys are conducted at each individual site during the school year as part of various processes such as WASC, Model School, LCAP and School Safety Planning. Students also take part in local surveys done by the school sites and the district Student Services Department. The California Healthy Kids Survey is conducted every other year at LUHSD. Some key indicators from the most recent parent LCAP survey data are: 71.4% of parents feel welcome and informed, 61.3% of parents believe that their input is sought, 56% of parents believe that their student is valued by staff, 57.3% of parents believe that school is a safe place, and 59.3% of parents feel that their student is treated with respect. Some key indicators from the most recent student LCAP survey data are: 55.4% of students feel safe on campus, 50.5% of students feel connected overall to school, 74.1% feel connected to at least one adult, and 30.1% feel that administration is approachable. Metrics on the LCAP show that LUHSD has a strong overall graduation rate (96.4%). LUHSD also has an overall attendance rate of 93.9% as indicated on the LCAP metric. CA Dashboard has shown some improvement on the English Language Arts and mathematics CAASPP tests over the last few years. CTE pathway completers and dual enrollment numbers are also continuing to increase as evidenced by the LCAP metric. The biggest challenge appears to be with Equity and Access for some student subgroups (e.g. Students with Disabilities and English Language Learners) which 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: All schools will provide excellent instruction, curriculum, and board educational programs that build college and career readiness. LUHSD will continue to provide staff with professional development in PLC’s and instructional strategies to increase student academic achievement. CTE and dual enrollment will remain a focus as the district works to increase academic and technical preparedness in college and careers for students. Goal #2: Provide a variety of supports for students, parents, and families to reduce impediments to student success. LUHSD will continue to provide intervention and support services. Staff has been added to school sites to address the increased academic and social emotional needs that students have. Goal #3: All schools will provide a safe, clean, and welcoming environment that supports community engagement and ensures all students have optimal conditions for learning. The district will continue to implement, evaluate safety on campuses and adjust the MTSS system of interventions to assist in removing impediments to student learning. LUHSD will continue Equity and Access training throughout all school sites. Met 22JUN2023 2023 16639820110205 Lemoore Middle College High 6 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. 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 2023-24 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 22JUN2023 2023 16639820136234 Lemoore Online College Preparatory High 6 "A separate School Climate and Safety Survey was distributed to students and parents during the Fall of 2020. The surveys were developed by the WASC Committee. The survey was distributed via various digital venues: school website posting, email, text message, and Edgenuity messaging system. The student survey collected 61 responses and showed the following pertinent data: •100% of students feel Lemoore Online (L.O.) is a safe place to learn •98% of students feel L.O. is a supportive and inviting place to learn •97% of students feel L.O. provides students with effective supports/interventions for academic success •77% of students feel L.O. provides students with effective supports/interventions for social, emotional, and health needs •100% of students feel L.O. frequently and effectively communicates to students about their grades and progress •97% of students feel L.O. is preparing students to be successful at a community college or university •86% of students feel L.O. is preparing students to be successful at a future job •89% of students feel L.O. communicates with parents and encourages them to be involved in their success •93% of students feel the L.O. 10-Day Progress Meeting is effective •56% of students are aware that L.O. offers students SEL support through the LUHSD Department of Student Services •62% of students would like to see more clubs at L.O. •67% of students would like to see more field trips at L.O. •73% of students would like to participate in college application workshops through L.O. •67% of students chose “Math” as the class where they need the most support •93% of students feel staff at L.O. display a “growth mindset” The parent survey collected 51 responses and showed the following pertinent data: •100% of parents feel L.O. is a safe place for students to learn •98% of parents feel L.O. is a supportive and inviting place to learn •98% of parents feel L.O. provides students with effective supports/interventions for academic success •88% of parents feel L.O. provides students with effective supports/interventions for social, emotional, and health needs •98% of parents feel L.O. frequently and effectively communicates to students about their grades and progress •96% of parents feel L.O. is preparing students to be successful at a community college or university •96% of parents feel L.O. is preparing students to be successful at a future job •98% of parents feel L.O. communicates with parents and encourages them to be involved in their student’s success •90% of parents feel the L.O. 10-Day Progress Meeting is effective •90% of parents are aware that L.O. offers students SEL support •43% of parents would like to see more clubs at L.O. •57% of parents would like to see more field trips at L.O. •73% of parents would like to see college application workshops offered through Lemoore Online •71% of parents chose “Math” as the class where their student(s) needed the most support •78% of parents feel staff display a ""growth mindset""" Met 22JUN2023 2023 16639900000000 Pioneer Union Elementary 6 The District administered a student survey addressing school connectedness and a sense of safety in Spring 2023. 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; and if the teacher talks to them about areas of strength and improvement. 89.5% of 4th-5th graders and 83.4% of 6th-8th graders gave positive responses to a sense of connectedness. Both of these percentages have increased since the previous year’s survey. 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-5th graders gave 97.6% and 92.9% of 6th-8th graders gave positive responses. Both of these percentages were within less than half of a percentage point from last year’s survey. School sites and the District worked diligently to ensure the health and safety of students while at school. 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 (PBIS) and Support, 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 2023. There were 186 responses. Overall, 74.2% of parents and families responded positively to their sense of school connectedness. 11.5% of parents responded that they disagree and 14.3% had no opinion. 79.6% responded positively that they felt their children were safe while at school. 7.0% of parents responded that they disagree and 13.4% had no opinion. Pioneer has 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 21JUN2023 2023 16639900116699 Frontier Elementary 6 The District administered a student survey addressing school connectedness and a sense of safety in Spring 2023. 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; and if the teacher talks to them about areas of strength and improvement. 89.5% of 4th-5th graders and 83.4% of 6th-8th graders gave positive responses to a sense of connectedness. Both of these percentages have increased since the previous year’s survey. 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-5th graders gave 97.6% and 92.9% of 6th-8th graders gave positive responses. Both of these percentages were within less than half of a percentage point from last year’s survey. School sites and the District worked diligently to ensure the health and safety of students while at school. 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 (PBIS) and Support, 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 2023. There were 186 responses. Overall, 74.2% of parents and families responded positively to their sense of school connectedness. 11.5% of parents responded that they disagree and 14.3% had no opinion. 79.6% responded positively that they felt their children were safe while at school. 7.0% of parents responded that they disagree and 13.4% had no opinion. Pioneer has 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 21JUN2023 2023 16639906010557 Pioneer Elementary 6 The District administered a student survey addressing school connectedness and a sense of safety in Spring 2023. 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; and if the teacher talks to them about areas of strength and improvement. 89.5% of 4th-5th graders and 83.4% of 6th-8th graders gave positive responses to a sense of connectedness. Both of these percentages have increased since the previous year’s survey. 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-5th graders gave 97.6% and 92.9% of 6th-8th graders gave positive responses. Both of these percentages were within less than half of a percentage point from last year’s survey. School sites and the District worked diligently to ensure the health and safety of students while at school. 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 (PBIS) and Support, 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 2023. There were 186 responses. Overall, 74.2% of parents and families responded positively to their sense of school connectedness. 11.5% of parents responded that they disagree and 14.3% had no opinion. 79.6% responded positively that they felt their children were safe while at school. 7.0% of parents responded that they disagree and 13.4% had no opinion. Pioneer has 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 21JUN2023 2023 16639906110233 Pioneer Middle 6 The District administered a student survey addressing school connectedness and a sense of safety in Spring 2023. 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; and if the teacher talks to them about areas of strength and improvement. 89.5% of 4th-5th graders and 83.4% of 6th-8th graders gave positive responses to a sense of connectedness. Both of these percentages have increased since the previous year’s survey. 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-5th graders gave 97.6% and 92.9% of 6th-8th graders gave positive responses. Both of these percentages were within less than half of a percentage point from last year’s survey. School sites and the District worked diligently to ensure the health and safety of students while at school. 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 (PBIS) and Support, 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 2023. There were 186 responses. Overall, 74.2% of parents and families responded positively to their sense of school connectedness. 11.5% of parents responded that they disagree and 14.3% had no opinion. 79.6% responded positively that they felt their children were safe while at school. 7.0% of parents responded that they disagree and 13.4% had no opinion. Pioneer has 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 21JUN2023 2023 16739320000000 Reef-Sunset Unified 6 1. California Healthy Kids Survey in the 2021-22 school year; the district was administered in grades 5, 8, and 10: 42% percentage of students report “school connectedness” 17% of students reported having “meaningful participation” at their school. 65% of students reported ‘high expectations’ at their school. 42% os students report “chronic sadness” Local Survey administered to secondary students districtwide: 70% of students agree they “feel safe at school.” 52% of students say they “ are not interested in current extracurricular activities so they don’t participate ( sports, clubs, etc) 43.5% of students say they would like to see more extracurricular activities offered. 58% of students are comfortable asking adults for help at their school. 2. RSUSD will establish district protocols and norms for the implementation of academic Professional Learning Communities (PLCs) districtwide. Achievement Teams will set consistent norms, procedures, and strategies to address student needs at all grade levels. Continued focus on social emotional learning and helping students feel connected and sense of belonging at our schools. 52% of parents feel that parental involvement is promoted in our district; continue to expand and enhance Family Engagement and Collaborative leadership through the Community Schools model. Parents’ main concerns were for their child's safety at school and their child falling behind academically. 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 is implementing the 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. The district will continue to support training in equity to alleviate the predictable discrepancy in outcomes that currently exist in our district. This work will focus on developing an asset-based mindset. Deficit-mindedness looks at a student who is not successful, by school district standards, and blames that lack of success on the student’s, family’s, or community’s perceived shortcomings. Met 15JUN2023 2023 17101730000000 Lake County Office of Education 6 DATA: From the survey results presented at our June 2023 Board of Education Meeting, LCOE affirmed that our students are supported by their teachers, feel safe at school, and have a firm sense of belonging. MEANING: Lloyd P. Hance Community School - The survey results from students at Hance paint a positive picture of the school. Considering that Hance is designated for the expelled youth of Lake County, these survey results show that the majority of students feel encouraged by their teachers, believe their teachers have high expectations of them, receive help when needed, are respected at school by teachers and peers, feel the adults are respectful of their culture and community, and feel a sense of belonging at school. Academically, the results indicate that attention to the curriculum should be addressed as a majority of students who were surveyed did not feel their learning at school was useful to their future. The majority of students felt safe at school and felt connected to at least one adult. Clearlake Creativity School - The survey results from CCS students also conveys a positive message about the school. The majority of students believe their teachers encourage them to keep trying when they feel like giving up, they believe their teachers have high expectations of them, they would be excited if they had the same teacher next year, they believe they receive the support they need, and they feel connected to at least one adult. While all the students reported students are respectful to them “often” or “always,” over 50% of students reported witnessing people being disrespectful to others at school. Over 80% of the students feel safe at school and the students comments indicate a clear appreciation for the teachers and the school environment. USE: These results support our decision to explore an alternative online platform for courses for our middle and high school students at Hance. In 2022-23, Hance will pilot Edgenuity which offers a wider range of courses including Career Technical Education (CTE), broader elective offerings, and more A-G options. This data also supports the decision to implement Big Picture Learning which connects students’ middle school and high school education to post-secondary learning and careers. Finally, this data shows a need to bolster the Diana Browning Wright program at CCS especially since a new principal and two new teachers will be starting in July. Met 28JUN2023 2023 17640140000000 Kelseyville Unified 6 "The California Healthy Kids Survey 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: 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? Average responses to the questions above were as follows: Grade 5 - 76% Grade 7 - 47% Grade 11 - 50% *Grade 9 data is not included because it was deemed not valid due to a low response rate. 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: Do other kids hit or push you at school when they are not just playing around? Do other kids at school spread mean rumors or lies about you? 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 - 47% Grade 7 - 35% Grade 11 - 26% *Grade 9 data is not included because it was deemed not valid due to a low response rate. 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 a full-time resource officer shared between the school sites, and Campus Monitors at each school site. Finally, Kelseyville USD has a Wellness Committee that is comprised of parents and school staff that addresses the safety and well being of students." Met 20JUN2023 2023 17640140141382 Shade Canyon 6 Not Met For Two or More Years 2023 17640220000000 Konocti Unified 6 For the 2022-23 school year, KUSD implemented the PASS (Pupil Attitudes to Self and School) Survey as an alternative to the California Healthy Kids Survey. The Year Two outcome for this metric is reported as the results from the PASS Survey to questions that are similar to the questions previously reported from the California Healthy Kids Survey. PASS results are reported as a percentile rank of all PASS results nationwide and are placed into four color coded bands as follows. Green - 31st to 100th percentile, High Satisfaction Yellow - 21st to 30th percentile, Moderate Satisfaction Orange - 6th to 20th percentile, Low to Moderate Satisfaction Red - 1st to 5th percentile, Low Satisfaction. As reported in the KUSD 2023-24 LCAP, Goal 3, Outcome 8, KUSD 5th grade PASS results show Low to Moderate Satisfaction (Orange) to questions regarding school connectedness. As reported in the KUSD 2023-24 LCAP, Goal 3, Outcome 9, KUSD 7th, 9th, and 11th grade PASS results show High Satisfaction (Green) to questions regarding school connectedness. Met 28JUN2023 2023 17640300000000 Lakeport Unified 6 LUSD continues to focus on increasing student engagement within all school programs. The district is currently concerned about the spike in chronic absenteeism within the district (and throughout the state). Current student data indicates 36.9% of LUSD students met the definition of chronically absent (missing 10% or more of their school days). During the 2022-2023 school year, LUSD surveyed all families to identify problematic issues at their child's school. The most frequent issues identified were: harassment, bullying, and fighting. The district will be administering the California Healthy Kids survey again during the 2023-2024 school year. Met 14JUN2023 2023 17640480000000 Lucerne Elementary 6 The California Healthy Kids Survey was administered to students in the 5th-8th grade. It is a survey that gauges resilience, risky behaviors, protective factors, and sense of safety. This survey is a reliable tool for understanding students’ perspective on the school culture and climate. For the 2022-23 school year we had approximately 18 students complete the Healthy Kids survey. This sample size is representative of the school population and allows a good perspective on the students’ experience at school and in the community. School Connectedness: 5th-8th grade results 25% of students felt highly connected to the school. Summary: The breakdown of these results indicates that most of the students in the 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 has historically improved school connectedness for students. Academic Motivation: Results 40% 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 percent 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: Results: 30% of students 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 Student Council will bring some attention to these issues in the 2023-2024 school year and engage in the students in problem solving . The district has created & adopted a bullying reporting form where students can report bullying to administration and work to resolve issues. Met 21JUN2023 2023 17640550000000 Middletown Unified 6 Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. Met 26JUN2023 2023 17640550108340 Lake County International Charter 6 Compared to the 21-22 school year we are seeing students beginning to feel more at home on campus and with their teachers and peer groups. While empathy for one another seems to be gaining traction, it has still not been restored to pre-pandemic levels. Many students still struggle with emotional regulation and reactivity, but this too appears to be getting better. Many students are still not exhibiting the ability or desire to take more ownership of the learning process which is a primary goal of our program. We continue to utilize a trauma informed approach to instruction and community building. We continue to discuss the importance of empathy both for others and for self with our students. Increased involvement by our 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 continue to focus 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 remain an emphasis for us as students, staff and families work through the trauma we have all experienced over the last several years both as a result of fires/evacuations and the Pandemic. Met 28JUN2023 2023 17640550129601 California Connections Academy North Bay 6 1. DATA: How much do you like your Connections Academy school? I like it a lot / I like it a little = 96% How much do you like your Connections Academy Teachers? I like it a lot / I like it a little = 98% Will you be attending Connections Academy again next year? I will definitely attend next year / I might attend next year = 87% Would you recommend Connections Academy to other kids? I would recommend it to anyone / I would recommend it to other kids who I think would like it = 96% 2. MEANING: We are very pleased with the overall satisfaction rate of our students. Their appreciation of both the school and their teachers is encouraging. We will continue to refine practices to help these rates increase. 3. USE: We are very much interested in increasing the percentage of students that remain with us year after year. Slowing mobility will have a positive effect on all student success outcomes. We continue to examine and refine practices to increase retention. One such action is our continued efforts in school wide social emotional support training that began in the 2021-2022 school year. Met 21JUN2023 2023 17769760000000 Upper Lake Unified 6 The California Healthy Kids Survey (CHKS) confirms that when students were questioned, our 5th-grade students reported an increase in school connectedness and caring relationships while still reporting below the state average. Our Elementary School showed an increase from 54% to 66% while the state average is 74%. Our Middle/High school reported a decline in school connectedness and caring adult relationships, both reporting below the state average. Our Middle school reported a decline from 67% to 44% and a state average of 71% and the high school reported a decline to 45% for grade 9 and 37% for grade 11. This data indicates while we are increasing our connection with the community, our students on all campuses are not feeling an increase in their connection to the school. To address this we are continuing to expand our well rounded educational opportunities and restorative practices. Met 20JUN2023 2023 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 Not Met N/A - As a county office of education with no direct instructional programs, LCOE does not report on Priority 6 2023 18640890000000 Big Valley Joint Unified 6 Not Met 2023 18641050000000 Janesville Union Elementary 6 In the 22/23 school year students in grades 6-8 took the California Healthy Kids Survey, however due to the small student population and the final number of students taking the survey the final sampling of students was not a complete representation of students on campus. However, looking at the data over 50% of students agree or strongly agree that they feel safe on campus and have a staff member on campus they can seek if they need one. Looking at the survey results as we plan for future years we first need to improve our surveying results by surveying the largest number of students we are able to. This will give us the greatest amount of data and the ability to make the best decisions for the future. Secondly, we need to recognize that there are things going well, students do have someone they feel connected to on campus. Finally, we need to put systems in place to catch those that aren't in the percentage that agree or strongly agree. Throughout the coming school year we have put systems in place to begin teaching Social Emotional Learning skills, working with students on self-regulation and self control and helping students make good decisions. We believe acknowledging where we are and where we need to go put all of the systems in place to make growth in the future. Met 22JUN2023 2023 18641130000000 Johnstonville Elementary 6 1. DATA: An annual survey was administered to all staff and offered to all parents and fourth – eighth-grade students. Fifteen (15) parent surveys, ten (10) staff surveys, and fifty-three (53) student surveys were collected. Eighty-six percent (86%) of our parents either strongly agreed or agreed that Johnstonville Elementary School District families feel they are treated with respect by school personnel. Sixty-one percent (61%) of our parents and ninety percent (90%) of the staff members either strongly agreed or agreed that Johnstonville Elementary School District creates a welcoming atmosphere that encourages an active partnership with parents and families to the benefit of students. Ninety percent (90%) of staff, eighty-seven percent (87%) of parents, and seventy-seven percent (77%) of students either strongly agreed or agreed that Johnstonville Elementary School District has adults working at the school who really care about students. Sixty-four percent (64%) of Johnstonville’s students feel connected to the school. Sixty-two percent (62%) of Johnstonville’s students frequently feel sad. 2. MEANING: Johnstonville Elementary School District continues to concentrate on developing a respectful and caring learning environment. The District has also placed an emphasis on making strong connections with students. In addition, the data demonstrates a decrease in students feeling connected to the school. Finally, a continuing concern is the number of student responses in the area of frequent or chronic sadness. Johnstonville Elementary School District staff will partner with the school’s family therapist to explore methods to help reduce student sadness. 3. USE: The majority of stakeholders responded well to the implementation of the 2021-24 LCAP. Continued implementation and refinement are necessary to fully develop Johnstonville Elementary School District’s MTSS vision. Goal 1 Actions: Effectiveness Rating: Somewhat Effective Goal 2 Actions: Somewhat Effective Goal 3 Actions: Met 22JUN2023 2023 18641390000000 Lassen Union High 6 Over the last 5 years Lassen Union High School District has seen a tremendous gains in some areas of school connectedness while still seeing disappointing statistics in the areas of students social and emotional health. Below are some key finding over the last 5 years for our 11th grade students: Data: School Connectedness - 18% increase Academic Motivation - 44% increase Caring Adult Relationships - 38% increase High expectations - 33% increase Considered suicide - 11% increase E-cigarette use - 20% increase Heard rumors or lies spread about them - 10% increase Experienced chronic sadness or hopelessness 12% increase Meaningful participation - 16% increase Decreases in participation Been drunk or high at school - 10% decrease Been drunk or high more than 7 times - 7% decrease Seen a weapon on campus - 6% decreases School perceived as a safe place - 4% decrease Meaning: The district is seeing a culture where students feel like they have someone who cares about them and will hold high expectation for them and others. From this students have become motivated to do better in school. It will be important as new staff is introduced into our district that we emphasize the importance of developing a positive working relationship with our students. A positive relationship is the cornerstone for ensuring that students are engaged in meaningful lessons that are relevant. The district needs to work it partnership with the behavioral health, local drug and narcotic taskforce, and our feeder schools to address the causes of why students are coming to school drunk or high. We need to ensure that we provide a safe campus where drugs and alcohol are not available to our students on campus. Even though we have seen decreases in this areas we need to ensure that students are coming to school prepared to work and not dealing with the effects of drugs and alcohol in their system. The increases in suicide and depression are the greatest concern for our stakeholders. Questions in regards to why we are experiencing such high numbers of individuals experiencing depression and suicide has not been able to be answered in a scientific fashion. Data and and an analysis of the root causes of depression need to occur to assist the students in our district with this critical issue. Use: The local LEA has allocated additional resources for the following school year to provide additional professional development in SEL support. Provide a 20% increase in behavioral/mental health services to students within the district. Extend the contract for a School resources officer and 1 security guards. Hire an extend hours to our Student Support Specialist which will provide additional tutoring and academic assistance to foster youth, socio-economically disadvantaged students, Latino and Native American students. The hiring of the student support specialist saw an increase in students graduating on time. Specifically those our foster youth, homeless, and Latino students. Met 28JUN2023 2023 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 28JUN2023 2023 18641700000000 Richmond Elementary 6 CHKS were specific around the need for further support around social-emotional learning, bullying, and parent/guardian engagement. The School Community Survey results show students feel a need for the school to emphasize more help with their social emotional and behavioral issues. Classified staff meet periodically throughout the year to discuss school-wide concerns. The classified advisory committee quickly identified a need for consistent campus behavior expectations and clear communication. Challenges for the above mentioned situations could be a result of a change in administration for the past three years. Consistency was an issue. Decisions were made to implement a comprehensive SEL program in grades TK-8. A multi-Tiered system of supports was created around the needs of the district and student population. Most importantly, Professional Learning Communities involving all staff has been built into the academic calendar in order to help brainstorm and create interventions for all students. Increase in collaboration and cross grade level communication is the goal to help support all students. Met 22JUN2023 2023 18641880000000 Shaffer Union Elementary 6 Students, grade 7, surveyed using the California Healthy Kids Survey reported 78% very high school connectedness at Shaffer School, 70% shared having caring adult relationships, 87% reported that the school has high expectations, 68% reported being academically motivated. An area of concern needing to be addressed is that only 38% reported having a high level of meaningful participation. Safety Students surveyed using the California Healthy Kids Survey 84% perceived Shaffer School as safe or very safe. Areas of concern were that 39% experienced school violence victimization, 84% had experienced rumors or lies being shared about them, 16% reported being afraid of being beaten up. Met 27JUN2023 2023 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. 55% of 6th graders, 38% of 7th graders and 36% of 8th graders agreed or strongly agreed that they were connected to the school. 2. 63% of 6th graders, 46% of 7th graders and 42% of 8th graders agreed or strongly agreed that they had caring adult relationships at school. 3. 45% of 6th graders, 40% of 7th graders and 36% 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. 70% of 3rd graders, 69% of 4th graders and 73% of 5th graders agreed or strongly agreed that they were connected to the school. 2. 72% of 3rd graders, 80% of 4th graders and 76% of 5th graders agreed or strongly agreed that there were caring adults in the school. 3. 67% of 3rd graders, 86% of 4th graders and 76% 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 23-24 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 engagement from high-interest activities and have seen improved behaviors from the counseling that has been available at the sites. Met 28JUN2023 2023 18641960135756 Thompson Peak Charter 6 "Surveys were conducted during May 2023 to all enrolled students and their families and included questions on student perceptions of school safety and connectedness. All results were presented at the June 2023 Governing Board Meeting. The California Healthy Kids Survey (CHKS) was administered in the winter and results were presented in April 2023. 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? 25% of students in grades 6-12 said yes. Additionally, The California Healthy Kids Survey was administered. Twenty-three students in grades 9-12 responded. Of those respondents, 92% noted there is a teacher or adult at the school who really cares. Results of concern are 25% of students responded yes to having chronic sadness. The school provides mental health support and intends to make sure all students and families know of its availability. A student success course based on the 7 Habits is being provided to all students." Met 08JUN2023 2023 18642040000000 Westwood Unified 6 Evidence: The LEA administers a survey, as specified, and reports the results to its local governing board and through 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 of growth continue to be the feelings of safety. This is a challenge that will be further investigated. Connectedness: 65% of students feel adults have High Expectations 44% of students feel that there are caring adults at school 45% school connectedness 35% of students feel that teachers treat students fairly School Safety 42% of students feel safe at school *This data is from our 2022-23 California Healthy Kids surveys. Met 28JUN2023 2023 18750360000000 Fort Sage Unified 6 Using our combined survey results and more effectively, our one on one interactions with all our students we were able to start initiatives such as SEL, PBIS more engaging CTE electives and even improving our lunch menu Met 21JUN2023 2023 18750360121657 Mt. Lassen Charter 6 We are making progress with getting more detailed information to families. We have begun discussions with parents about student data. We need to be more intentional about it but we are making progress. Families have not been receptive to filling out the California Healthy Kids Survey. MLCS will research different way to gather survey data on student and family perceptions of school safety. Met 21JUN2023 2023 18750366010763 Long Valley 6 "Surveys were conducted during May 2023 to all enrolled students and their families and included questions on student perceptions of school safety and connectedness. All results were presented at the June 2023 Governing Board Meeting. The California Healthy Kids Survey (CHKS) was administered in the winter and results were presented in April 2023. Survey results include: 91% of Doyle parents and 100% of Portola parents responded affirmatively to the statement, ""staff creates a welcoming environment at school for my family.” Responses to school safety include: Doyle: grades 6-12: 73% grades K-5: 100% parents: 100% Portola: grades 6-12: 100% grades K-5: No survey data available 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? 60% of Doyle 6th-12th graders said yes; 37.50% affirmed this statement in Portola. Additionally, The California Healthy Kids Survey was administered. Forty-one students in grades 7, 9 and 11 responded. Of those respondents, 84% had a high degree of agreement that they felt there is a teacher and/or an adult that really cares about them. 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 students and families of its availability. A student success course based on the 7 Habits was implemented in 2022-23 and will be expanded in 2023-24." Met 08JUN2023 2023 19101990000000 Los Angeles County Office of Education 6 For the 2022-2023 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 2022 with an overall 84% response rate, which included 1,309 students. Within school engagement and supports, 60% of students agreed or strongly agreed to questions related to school connectedness. Negative Social and Emotional Health ranged from 17% to 38%; the lowest percentage was suicide Ideation, and the highest percent was for social emotional distress and chronic sadness/hopelessness. The percent of students that considered suicide in the past twelve months decreased by 2%, and the percent of students reporting social emotional distress and chronic sadness decreased by 1% point. School Connectedness (60%) went down by 4%, Caring Adult Relationships (61%) went up from 59% and High Expectations from adults (68%) slightly decreased from 70%. 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 high expectations are communicated to all staff and students. 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 20JUN2023 2023 19101990106880 Jardin de la Infancia 6 Jardin learned from survey results that parents feel comfort and safety by sending their children to clean, well-maintained, and secure school grounds. Parents feel supported by the school community. Met 14JUN2023 2023 19101990109660 Aspire Antonio Maria Lugo Academy 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 19101990112128 Aspire Ollin University Preparatory Academy 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 19101990115030 Magnolia Science Academy 3 6 There is a 3 % decline with student satisfaction rates and 1 % decline with staff satisfaction rates. We attribute this decline due to students' inability to interact positively after Covid-19 restrictions were removed. In addition, students are facing challenging emotions which causes them to get distracted from learning. Family satisfaction rate remained same due to PACE (Parent and Community Engagement) coordinator and CSC (Community School Coordinator) getting in touch with families quite often via PAC (Parent Advisory Committee), PTF (Parent Task Force) and Coffee with admin meetings. Both student and staff approval rate declined 3% Students’ sense of belongings (school connectedness) had a significant impact on this decline. There is a 7 point decline compared to last year. Students have had a little hard time adjusting to uniforms, no cell phone in the classroom policies. Staff decline is due to safety concerns. There is a 12 points decline compared to last year. Student interactions after Covid-19 restrictions were not as respectful as expected. Students: A lot of students mentioned their “Friends” as what they like best about their school. It shows how students are connected to school. We see that students mentioned the Teachers & Staff connection for caring and supportive school. Students mentioned Activities (field trips) as a highlight. This year, we have had several STEAM related field trips like California Science Center, Catalina Island Marine Institute, Pali Institute outdoor events. Some students mentioned Wednesday pizza as what they like about their school. We worked with the vendor to adjust what they offer for lunches as there was a concern about it the prior year. We will continue to work with the vendor to adjust what they provide for our students. Families: Our families mentioned Supportive teachers/Staff, Small campus/Class sizes,Communication, and travel opportunities for students. Parents made a big emphasis on staff connectedness with them. We will continue this trend with home visit program, reach out campaigns after every three weeks for students who are failing. Staff: Staff mentioned Small class sizes and Relationship with staff; supportive admin, and the fact that everyone works hard for the students mental health and social emotional learning. Our class sizes vary from 15 to 32. In addition, MSA-3 has advanced Math classes which average around 15 students per class. Our 6th grade classes Uniform/Dress Code- For this we include and plan more free dress days and tie it into actually wearing the uniform. Food- The food is tied to our district wide vendor so we can meet and communicate effectively with them about food options and alternate plans within the budget. Bullying (students rude, disrespectful, racial slurs)- Campus wide bullying campaigns as well as have an SEL curriculum. Restrooms (dirty, closed during passing period, wait)- Hold the district personnel accountable for cleaning restrooms, Met campus clean up day, communication with Curtis about restroom issues. Teachers & Staff (attitude, favoritism, math) - When issues arise address them immediately, staff training overall with language and communication. Staff Campus is dirty; the school doesn’t have its own cleaning personnel- LAUSD handles the maintenance and cleaning due to Prop-39. MSA-3 hosted a campus cleaning day for campus beautification. Student behavior disruption; no consequences and follow ups. Students are facing challenging issues after Covid-19 restrictions were removed and the lack of social interaction. Lack of resources, systems for organization, and communication. Families Limited sports programs - MSA-3 opened one more CIF program (Girls basketball). However, MSA-3 admin needs to work on school spirit around sports programs. Bathrooms/Restroom Policies - We will revisit the restroom policy to give a consistent approach to the restroom. Campus cleanliness -filthy classrooms, bathroom- This same issue has been mentioned by staff as well. We will work with LAUSD to hold them more accountable. Not enough security on campus- MSA-3 is closed campus and we secure the doors and gates in the morning. We will install security cameras to monitor properly. Provide more SEL support by Bringing back Friday Fun, Conflict resolution, healthy relationships, respectful behavior) to decrease the unwanted behavior and channel our students to the positive behavior. Work on improvement with clubs and organiz 22JUN2023 2023 19101990115212 Magnolia Science Academy 2 6 We are proud of our successes. Free Response Suggestions for 2022-23 for MSA2 for each below group: Students: -Teachers (respectful, understanding, nice) -Food -Wi-Fi -Dress Code -Student Behavior (detention, disrespect, bullying) -AP Courses -Sports/Clubs (gym) Families: -Improvement to facilities/infrastructure -Additional security/supervision -More communication (parent involvement) Staff: -Bigger campus; gym, computer labs, more restrooms -More enforced rules for student discipline; more consequences -Better communication of events/programs/sport. The school has so many amazing events that don’t get the spotlight such as sports, music, classroom projects -Staff members being present to demonstrate good work ethics All Groups: -Improvement to facilities/infrastructure -Additional security/supervision -More communication (parent involvement) -Bigger campus; gym, computer labs, more restrooms -More enforced rules for student discipline; more consequences -Better communication of events/programs/sport. The school has so many amazing events that don’t get the spotlight such as sports, music, classroom projects Next Steps: -Increase school-wide fun activities to build better relationships among students and keep them motivated. -Work on getting better with communication between staff, students and families. (CSC Implementation Grant: Left Brain Institute Certification - LA Institute for Restorative Practices) -Work with IT to see if we could put more hotspots into the classrooms since we will be moving out of the campus soon. -Expand sports programs to include increased number of competitions per season, as well as increased access to sports facilities to practice and compete -Offer more advanced math/science classes, start implementing better opportunities for GATE students (honors Eng and better electives) -More enforced rules for student discipline; more consequences, increase incentives f0r positive behavior -By July 2024, MSA 2 will acquire a new facility. This will be accomplished through weekly meetings with facility team will continue to take place in order to search for a new location to purchase for MSA2 -Maintain or increase student satisfaction for 80 % of the months -Continue to increase collaboration between teachers within science and math departments to increased kinesthetic and tactile experiments supporting student learning -Improved or at least maintained activity rates - monthly -Teachers share their kinesthetic activities done in the classroom - report once per month -Continue to build a nurturing environment with friendly, dedicated approachable and supportive staff by having ongoing professional development related to SEL support of students -Monthly PD to build capacity of staff - trauma sensitive practices, classroom management strategies, and SEL -Increase school-wide fun activities to build better relationships among students and keep them motivated by holding at least 1 school-wide fun activity per month. Met 22JUN2023 2023 19101990121772 Environmental Charter Middle - Gardena 6 In our 2023 climate survey we saw a decline in feelings of school connectedness. 51% of students reported a high level of school connectedness, compared to 65% in 2022. 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 22JUN2023 2023 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. In our 2023 student climate survey, 73% 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. However, we are seeing a decline in the level of school connectedness. 60% of students reported feeling connected to the school - a decrease from 78% in 2022. Safety -- 69% 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. 14% 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 22JUN2023 2023 19101990128025 Lashon Academy 6 The school safety and climate survey administered to students at Lashon Academy provided insightful information regarding the feelings of the students and focus areas in order to create the best learning environment for all students. With over a 90% completion rate, the survey represented our 1st-8th grade student population including all significant subgroups. The current state of our school's climate reveals that a high majority of our students feel safe, connected, and enjoy coming to school. Additionally, we have observed a positive trend with reduced behavioral issues. However, the pressing concern that requires our focused attention is the persistently low attendance rates. School climate focused on increasing student motivation for attendance by creating more built in incentive systems as well as enforcing attendance policies more rigorously for those families needing additional support to attend school regularly. Students at Lashon Academy again reported high interest levels in the areas of reading, dance, art and project based learning experiences. School behaviors decreased significantly with our school implementation of year 1 PBIS and looking to support those students who needed additional socio-emotional support, helping to maintain a 0% suspension and expulsion rate. This will continue to be a focus goal area for us in the following years as we make an effort to implement a year 2 PBIS system with a more robust rewards system, data referral tracking, school expectation matrices, and staff training. Despite the attendance challenges we face, it is encouraging to note that those students who do attend school are actively engaged and enjoy their educational experiences. Our teachers have created an environment that fosters enthusiasm for learning. Based on student survey results and feedback from students, we acknowledge that our school is struggling with chronic absenteeism. To address this challenge effectively, we must identify the root causes of chronic absenteeism. We will conduct a comprehensive analysis of attendance data to identify patterns and specific areas where absenteeism is most prevalent. Engage parents and students in dialogue to understand their perspectives on attendance issues and develop strategies together to improve attendance.Develop attendance improvement initiatives, such as recognition programs and incentives, to motivate students to attend school regularly. Launch a targeted communication campaign to educate families about the importance of attendance and to provide resources for addressing attendance barriers. While our school has made significant strides in creating a positive and welcoming environment for students, we are committed to working collaboratively with all stakeholders to ensure that every student has the opportunity to benefit from our nurturing school climate, achieve academic success and be in an environment where they are happy, safe, and thriving. Met 25JUN2023 2023 19101990132605 Valiente College Preparatory Charter 6 We noticed our school climate needed clear and simple expectations for students to meet and follow. We have identified 3 simple and clear expectations that outline how students will behave. In addition, we will have more schoolwide incentives to promote positive behavior and culture at school. Lastly we will add a student OSo council to hear input from our students Met 12JUN2023 2023 19101990134346 Intellectual Virtues Academy 6 Student surveys on connectedness are high: 95% report a supporting and inviting learning environment, 98% state that at least one adult cares about them, and 85% report feeling safe on campus. We consider school climate to be one of our greatest strengths based on this data. We continue to prioritize program such as advisory, enrichment, clubs, field trips, and in classroom learning programs that facilitate a positive, supportive, caring school climate. Met 07JUN2023 2023 19101990134361 Russell Westbrook Why Not? Middle 6 Overall School Climate: 31% of students have a positive perception of the overall social and learning climate, and 40% of students find the school interesting, important, and useful. One third of Westbrook students view the school climate positive and find it important. There is room for improvement in enhancing the overall social and learning climate because two thirds of Westbrook students perceive the climate to be negative. Implement programs or initiatives to further improve the school's social and learning environment, such as the recent addition of our Zen Room, on campus support groups such as the Rainbow Club, peer mediations and whole school activities organized by our PBIS (Positive Behavior Intervention and Supports team). Identify and address factors that may contribute to the 69% of students who do not have a positive perception of the school climate, through a follow up survey that allows for the opportunity for students to give anonymous specific feedback. Connectedness to Staff: 42% of students have a positive sense of connectedness to staff. Slightly less than half of the students feel connected to the school staff. Develop strategies to enhance students' relationships with staff, fostering a sense of belonging and support. We will engage the various student groups on campus such as Associate Student Body, Girls Build LA and Black Student Union to assist in brainstorming an action plan. Safety at School: 40% of students feel a positive sense of safety at school. Less than half of the students perceive the school as safe. There is room for improvement in making more students feel protected at school. This year we have added a full time additional campus aid on site, as well as support staff outside during nutrition and lunch. Staff engages with students and builds relationships with students in an effort to become aware of potential issues and to defuse them before they escalate. We are also engaging families in implementing additional safety measures and implementing anti-bullying and safety awareness programs. Attention and Investment in School:21% of students report attention and investment in school. A significant portion of students do not feel invested in their school. Explore ways to increase student and family engagement and motivation. During the 2023-2024 school year additional extracurricular activities or special programs to capture students' interest have been added to our afterschool program. Family Involvement: 85% of families report a positive perception of overall social and learning climate at Westbrook Middle School, and 71% of families respond favorably regarding school safety The key learnings suggest that the majority of our families have a positive perception of Westbrook Middle School in areas such as academics, school safety and opportunities for family engagement. Make more personalized attempts to involve families in school wide activities and initiatives who normally don’t participate. Met 08JUN2023 2023 19101990135368 Alma Fuerte Public 6 Alma Fuerte conducted a comprehensive climate survey to gauge student perceptions of school safety and connectedness. The survey aimed to capture students' feelings of safety and care within the school environment, as well as their opinions on the teachers, staff, and administration. Additionally, the survey sought to assess the prevalence of bullying incidents. The administration approached the survey with great consideration, ensuring that it covered a wide range of questions related to school safety and connectedness. The goal was to accurately represent students' experiences and opinions. The questions were carefully crafted to evaluate physical safety, emotional well-being, and the level of support students felt from their teachers, staff, and administration. To encourage maximum participation, the administration made a concerted effort to raise awareness about the survey and its purpose. Students were informed of the importance of their voices and were assured that the survey responses would remain confidential. The administration also took steps to ensure that students with diverse backgrounds and abilities could easily participate in the survey. Following the completion of the survey, the administration diligently analyzed the data to identify any significant trends or patterns. The results were overwhelmingly positive. A majority of students reported feeling safe and cared for within their school. They expressed deep appreciation for their teachers, staff, and administration, recognizing their unwavering support and belief in their success. Students felt that their voices were not only heard but also valued by the administration. They believed that the administration genuinely cared about their well-being and wanted them to thrive. This positive perception of the administration's commitment to student success fostered an overall sense of connectedness and trust within the school community. In terms of bullying, the survey revealed that incidents were relatively rare. Students felt secure from physical harm and expressed satisfaction with the measures in place to prevent bullying and maintain a supportive environment. While the survey highlighted the positive aspects of school safety and connectedness, it also shed light on areas for improvement. Students expressed a desire for expanded extended learning opportunities, wanting more sports options and engaging field trips. Additionally, some students expressed a desire for more rigorous academics, seeking greater challenges in their coursework. These findings have strengthened the administration's belief in the importance of fostering a safe, caring, and intellectually stimulating school climate. We recognize the value of the positive relationships between students and teachers, staff, and administration. The administration appreciates the trust that students have placed in them and is dedicated to addressing their feedback and suggestions. Met The administration has listened to the feedback from the survey and are committed to expanding the educational offerings that will support the entrepreneurial focus that is Alma Fuerte. 19JUN2023 2023 19101990135582 Russell Westbrook Why Not? High 6 Overall School Climate: 46% of students have a positive perception of the overall social and learning climate. 51% of students find the school interesting, important, and useful. Key Learnings: While most students view the school climate positively and find it important, there is room for improvement in enhancing the overall social and learning climate. Actions: Implement programs or initiatives to further improve the school's social and learning environment, such as the recent addition of our Wellness Center, Quiet Zone and whole school activities organized by our PBIS (Positive Behavior Intervention and Supports team). Identify and address factors that may contribute to the 54% of students who do not have a positive perception of the school climate, through a follow up survey that allows for the opportunity for student write-in feedback. 2. Connectedness to Staff: 48% of students have a positive sense of connectedness to staff. Key Learnings: Slightly less than half of the students feel connected to the school staff. Actions: Develop strategies to enhance students' relationships with staff, fostering a sense of belonging and support. We will engage the various student groups on campus (such as SGA, GBLA and sports clubs) to assist in brainstorming an action plan. 3. Safety at School: 47% of students feel a positive sense of safety at school. Key Learnings: Almost half of the students perceive the school as safe, but there is room for improvement in making more students feel secure. Actions: This year we have added an additional campus aid on site, as well as support staff outside during nutrition and lunch. Furthermore, we are continuing to provide a campus aid that waits at the bus stop till 5:30. We are also engaging families in implementing additional safety measures and implementing anti-bullying and safety awareness programs. 4. Attention and Investment in School: Only 34% of students report attention and investment in school. Key Learnings: A significant portion of students do not feel invested in their school. Actions: Explore ways to increase student engagement and motivation. During the 2023-2024 school year additional extracurricular activities or special programs to capture students' interest have been added to our after school program - such as cross country, soccer and basketball. 5. Family Involvement: Data regarding family members' perceptions and responses is missing, indicating a potential gap in data collection. Key Learnings: The absence of data on family members' perceptions and responses limits the LEA's understanding of family involvement. Actions: Implement strategies to collect feedback from family members to better understand their perspectives on school climate, safety, and barriers to engagement. Moving forward we will provide access to tech by setting up a tech center and incorporate a student reward system if parents complete the survey. Met 08JUN2023 2023 19101990136119 Animo City of Champions Charter High 6 Post Distance Learning, the school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. Data will be analyzed each month in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. In 2021-22, the school celebrated a low suspension rate of 0.78%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school continues to monitor suspension rates over time to ensure the school reaches a low suspension rate. The school also utilizes survey results from both parents and students as a measure of success for this priority. Met 30JUN2023 2023 19101990137166 Soleil Academy Charter 6 Soleil Academy administered a local assessment to students in all grades: Survey Findings: the following are the responses from the student survey administered to students in grades 4-5. • 77% of respondents agreed they are not afraid to ask for help when they need it • 80% of respondents agreed they can control their emotions. • 91% of respondents agreed that can identify their emotions. • 93% of respondents agreed they can achieve their goals. • 91% of respondents agreed they care about the feelings of others. • 96% of respondents agreed scholars work well with other scholars. • 91% of respondents agreed they trust their teacher. • 98% of respondents agreed they have a friend at school that helps them when they need it. • 98% of respondents agreed they respect others who are different than them. • 96% of respondents agreed they can show respect for others that disagree with them. Met 15JUN2023 2023 19101990137679 Magnolia Science Academy 5 6 "MSA-5 administers the CORE Districts survey annually to students in grades 6-12. The survey results, including participation rates and average approval rates for each topic and question, are carefully analyzed. These findings, along with comparisons to previous years and CORE district results, are documented and shared with educational partners during LCAP information and feedback meetings, as well as regular board meetings. MSA-5 ensures that the survey results are disaggregated by grade and student group and also incorporates open-ended questions to gain further insight into students' perceptions. The school is committed to improving students' perceptions of school safety and connectedness. In the 2022-23 academic year, 100% of our students participated in the survey. The average satisfaction rate 81% (no change since last year). Among these topics, the highest approval rating of 74% was for the Climate of Support for Academic Learning, while the lowest rating of 55% was for Sense of Belonging/School Connectedness.There has been a decline in approval rates for each category, with Sense of Belonging experiencing the most significant decrease. The school's relocation to a new campus may have contributed to this decline, as we work to establish our presence in the new location. Knowledge and Fairness of Discipline, Rules, and Norms is another area where improvement is needed, as the average approval rating stands at 69% compared to previous years. The parent satisfaction rate stands at 96%. The approval rates seemed similar to last year's, well-above 90% in each category, having 2% increase in safety due to adding more supervision outside and inside the building. Our co-locating school also hired additional personnel to monitor the traffic and effectively collaborate with MSA-5 to conduct safety and security measures harmoniously. Lastly, our staff overall satisfaction rate slightly decreased though we still met our target of over 80%. Our staff has struggled moving from our previous location to now being co-located with our sister school MSA1. They have also voiced their frustration about the bungalows and room situations. This can be a contribution as to why we may have declined slightly in our overall satisfaction. Several statements within the survey shifted from ""strongly agreeing"" to ""agreeing,"" which also impacted our overall score. The change in location from Reseda HS to MSA-1 and the adjustment of grading policies due to the pandemic's impact on closing the achievement gap could be contributing factors. Additionally, staff members are concerned about the school's future location and whether obtaining our own site is a realistic possibility. Moving forward, MSA-5 will continue to strive for high participation rates in the survey and implement effective strategies that have previously improved survey data among students. The school will collaborate with students, families, and staff to address areas where the survey data was not as str" Met 22JUN2023 2023 19101990138669 Da Vinci RISE High 6 School culture survey indicators on the Spring 2023 CORE Student Survey at Da Vinci RISE remain strong with positive survey responses in all areas near or above 90%. 93% of students replied positively (ratings of Strongly Agree, Agree, or Neutral) that they feel like they are a part of the school. Similarly, 91% of students responded that they are happy to be at this school, and 95% of students reported that they feel close to people at the school. Staff at the school are also perceived highly by students with 98% of Da Vinci RISE students reporting (Strongly Agree, Agree, or Neutral) that adults at the school encourage them to work hard so they can be successful in college or at the job they choose, and 98% of students also reported that teachers go out of their way to help students. Nearly all Da Vinci RISE students consistently report feeling safe on campus (Strongly Agree, Agree, or Neutral), with 98% of students reporting feeling safe at school. Met 14JUN2023 2023 19101990139170 Lashon Academy City 6 The school safety and climate survey administered to students at Lashon Academy City provided insightful information regarding the feelings of the students and focus areas in order to create the best learning environment for all students. The survey represented our 1st-5th grade student population including all significant subgroups. The current state of our school's climate reveals that a high majority of our students feel safe, connected, and enjoy coming to school. Additionally, we have observed a positive trend with reduced behavioral issues. However, the pressing concern that requires our focused attention is the persistently low attendance rates with high chronic absenteeism. School climate focused on increasing student motivation for attendance by creating more built in incentive systems as well as enforcing attendance policies more aggressively for those families needing additional support to attend school regularly. Students at Lashon Academy City again reported high interest levels in the areas of Science, Math, art and project based learning experiences. School behaviors decreased significantly with our school implementation of year 1 PBIS and looking to support those students who needed additional socio-emotional support, helping to maintain a 0% suspension and expulsion rate. This will continue to be a focus goal area for us in the following years as we make an effort to implement a year 2 PBIS system with a more robust rewards system, data referral tracking, school expectation matrices, and staff training. Despite the attendance challenges we face, it is encouraging to note that those students who do attend school are actively engaged and enjoy their educational experiences. Our teachers have created an environment that fosters enthusiasm for learning. Based on student survey results and feedback from students, we acknowledge that our school is struggling with chronic absenteeism. To address this challenge effectively, we must identify the root causes of chronic absenteeism. We will conduct a comprehensive analysis of attendance data to identify patterns and specific areas where absenteeism is most prevalent. Engage parents and students in dialogue to understand their perspectives on attendance issues and develop strategies together to improve attendance.Develop attendance improvement initiatives, such as recognition programs and incentives, to motivate students to attend school regularly. Launch a targeted communication campaign to educate families about the importance of attendance and to provide resources for addressing attendance barriers. While our school has made significant strides in creating a positive and welcoming environment for students, we are committed to working collaboratively with all stakeholders to ensure that every student has the opportunity to benefit from our nurturing school climate, achieve academic success and be in an environment where they are happy, safe, and thriving. Met 25JUN2023 2023 19101990139345 We the People High 6 WTPHS administers annual school climate surveys to Parents / Caregivers and students. These surveys utilize the Panorama framework and questions. Overall, parents and caregivers feel that the school provides personalized, individual attention to each student. Families and students would like to see a continuation of enrichment experiences (field trips, job awareness, etc.) and a continuation of individualized supports like tutoring. Families would also like to see more development in the area of Advanced Placement and dual enrollment opportunities for students. In response, the school has added two new Advance Placement courses in the 2023-24 school year, and is in the exploration stage of partnership with our local community college. The school has hired a college counselor and added a College and Career class for all seniors. The school continues to expand club offerings - which are student led - and is implementing school wide quarterly field trips that are curriculum-aligned and include at least one college visit per year. In 2022-23, students participated in visits to CSULB, the Long Beach Aquarium, a Poetry Slam at a local coffee shop, and visits to City Hall and the downtown public library. Met 26JUN2023 2023 19101990140681 Environmental Charter High - Gardena 6 As a founding school, we are proactively trying to develop systems that ensure the well-being of students and staff. Given that this is ECHSG’s second 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 22JUN2023 2023 19101990140772 KIPP Poder Public 6 Each fall and spring, KIPP SoCal administers a survey to students 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 and well-being of our school climate. Our school only had K-1st grade in the 22-23 school year so we did not administer a survey to them. However, we have included our KIPP SoCal regional results to reflect our organization’s student happiness at our schools. % of students reporting I am happy to be at KIPP SoCal: All students - 65% These survey results provided a general overview of student experiences at KIPP SoCal for the 2022-23 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. In addition, as part of our efforts to improve on family engagement and events, we will continue to provide more avenues for students to engage with their peers and team members outside of instructional class time. 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 (89%) and have at least one friend at school they can trust (98%). Our staff plans to leverage these relationships to improve students' overall experiences to increase their happiness at our school. KIPP SoCal will prioritize creating joyful learning and engaging experiences for students during the upcoming school year by providing more engagement events, celebrations, and opportunities for families to provide input. Met 15JUN2023 2023 19101990140798 Bridges Preparatory Academy 6 Bridges Preparatory Academy administered the CA Healthy Kids Survey to students in grades 6-8. Participation rate was: 82%: Grade 6; 100%; Grade 7; and 100% Grade 8. The following represents the percentage of students by grade that expressed a sense of: School connectedness: • Grade 6: 34% • Grade 7: 42% • Grade 8: 40% Caring adult at school: • Grade 6: 62% • Grade 7: 60% • Grade 8: 72% Academic Motivation: • Grade 6: 69% • Grade 7: 60% • Grade 8: 60% School Safety – feel safe at school: • Grade 6: 41% • Grade 7: 33% • Grade 8: 45% Met 19JUN2023 2023 19101990140962 The SEED School of Los Angeles County 6 SEED LA administered the SEED Network SEL Survey, an evidence-based survey, to its students which measure 6 key areas of focus. (Participation rate 92.4%) The following key areas received an overall score of 28 or higher (areas of strength), out of 40. • Relationship Skills: • Self-Awareness • Self-Management The following are keys area for growth: • Responsible Decision-making • Social awareness • Mental Health Survey results will be analyzed and communicated to our educational partners. Met 22JUN2023 2023 19101996116883 Odyssey Charter 6 DATA: Reflect on the key learnings from the survey results and share what the LEA learned. The 2023 End of Year Student Survey was administered to students in grades 2nd through 8th with the aim of learning about their experiences in the classroom and on campus. Some important highlights of this survey include: Over 94% of 6th grade students indicated feeling adults at the school care about them Over 92% of 4th and 5th grade students indicated their teacher has created a safe learning space for them Over 90% of 2nd and 3rd grade students indicated their teacher cares about them Over 88% of 7th & 8th grade students indicated the adults on campus cared about them Over 95% of 7th & 8th grade students indicated they had a good group of friends at school These results serve as evidence that overall, our school climate and campus are a safe, welcoming, and positive environment for students. 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 examining the results of the Spring 2023 End of Year Parent, Student, and Staff surveys a generalized theme does not emerge in terms of a focus area for improvement. The diverse constituents, grade levels, and staff categories do not converge toward a specific theme but rather segmented areas. From parents we learned about inconsistent approaches to communication; from students we learned about different experiences on learning and classroom environments based on teacher, and from staff we learned about a lack of clarity of work expectations based on their individual roles. USE: What revisions, decisions, or actions has, or will, the LEA implement in response to the results for continuous improvement purposes? Why? If you have already implemented actions, did you see the results you were seeking? The results of the Spring 2023 End of Year Parent, Student, and Staff surveys provide several informative points that school administrators and the Governing Board should consider. These include a consistency in approach to instruction, assessment, parent communication, and role clarification. Overall, these are areas for improvement that we can attribute to the lasting effects of the COVID-19 pandemic which disrupted the schools’ operations and functions. In the year ahead, our new school administration will be devising increased clarification and structure to minimize their impact. Met 20JUN2023 2023 19101996119945 Magnolia Science Academy 6 MSA-1 annually conducts the Educational Partners Survey for 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 2022-2023 school year, 99% of the students took the survey. There was an average approval rating of 56% and an overall satisfaction rate of 60%. Met 22JUN2023 2023 19642120000000 ABC Unified 6 The 2022-2023 California Healthy Kid Survey results indicated the following regarding the percentage of students who felt safe at school: 75% of 6th graders, 59% of 7th graders, 61% of 9th graders, and 56% of 11th graders. Regarding the percentage of students who felt connected to their school sites, the following was reported: 69% of 6th graders, 58% of 7th graders, 56% of 9th graders, and 51% of 9th graders. It should be noted that these survey results are higher than pre-pandemic levels, indicating that students feel an increased connection and safety to schools overall. In addition, it is noted that parents felt a greater sense of security at schools, with 93% agreeing or strongly agreeing that they felt their school site was safe in ABC Unified. The California School Parent Survey indicated that 91% of parents felt that “school staff treat parents with respect and 91% of parents/guardians indicated that the school provided multiple opportunities for two-way communication. Students’ sense of connectedness and safety are District priorities. Throughout the 2022-2023 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 anyone entering a school or district building without a District issued ID. There has been a heightened need for Mental Health Services. A social-emotional learning curriculum was purchased for each school site to infuse SEL instruction regularly. However, additional professional learning is needed to better support the implementation of this curriculum in the classroom setting. Skilled Paraprofessionals in PBIS, Youth Mental Health First Aid, and SEL work alongside two District SEL Behavioral Support TOSAs at the elementary and secondary levels to support teachers with students who need immediate behavioral interventions and Behavioral Intervention Plans (PBIS BIP). In addition, tiered intervention supports need to be revisited to ensure students receive on-demand support when needed. Positive Behavioral Interventions and Supports (PBIS) refresher and booster training will be provided for school teams to reinforce their work around PBIS at every school site for the 2023-2024 school year. Met 20JUN2023 2023 19642460000000 Antelope Valley Union High 6 DATA: School Climate Surveys In terms of school climate, the Fall 2022 survey indicated the following: - Culture/Climate - 82% of students, 90% of parents/guardians, and 95% of staff are proud of their school - Caring Relationships - 86% of students, 92% of parents/guardians, and 99% of staff agree there is a teacher or other employee at the school who cares about them or their child - Intervention Support - 91% of students; 91% of parents/guardians, and 93% of staff state they believe the school provides students with resources to be successful - Participation - 63% of students and 74% of parents/guardians indicated they or their child participated in a school-related activity, club, program, or sport - High Expectations - 83% of students, and 89% of parents/guardians indicated there is a teacher or some adult at the school who has high expectations for them or their child. - Connectedness - 61% of students, 84% of parents/guardians, and 82% of staff feel connected to the school MEANING: Much of the statistical variances from last year to this year can be attributed to the environment during and after 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 have returned to in-person learning, they were not as connected to their schools as they have been in the past and their level of participation with school activities has remained low 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, School Pride, and Communication remained steady, however, we saw an increase in 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 the ongoing return to “normalcy”. 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 Multiple surveys were given to students, parents, staff, and community members during the 2022/2023 school year. We received over 19,000 responses to two (2) different quantitative surveys (fall survey and winter survey) and over five hundred to three (3) different qualitative surveys (students, staff, community). The survey data was shared with various educational partners throughout the year at Administrator meetings, school site visitations, the DSLT, DELAC, and DPAC meetings, with the labor unions, and SELPA. 12JUN2023 2023 19642460126003 Academies of the Antelope Valley 6 DATA: School Climate Surveys In terms of school climate, the Fall 2022 survey indicated the following: - Culture/Climate - 82% of students, 90% of parents/guardians, and 95% of staff are proud of their school - Caring Relationships - 86% of students, 92% of parents/guardians, and 99% of staff agree there is a teacher or other employee at the school who cares about them or their child - Intervention Support - 91% of students; 91% of parents/guardians, and 93% of staff state they believe the school provides students with resources to be successful - Participation - 63% of students and 74% of parents/guardians indicated they or their child participated in a school-related activity, club, program, or sport - High Expectations - 83% of students, and 89% of parents/guardians indicated there is a teacher or some adult at the school who has high expectations for them or their child. - Connectedness - 61% of students, 84% of parents/guardians, and 82% of staff feel connected to the school MEANING: Much of the statistical variances from last year to this year can be attributed to the environment during and after 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 have returned to in-person learning, they were not as connected to their schools as they have been in the past and their level of participation with school activities has remained low 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, School Pride, and Communication remained steady, however, we saw an increase in 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 the ongoing return to “normalcy”. 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 Multiple surveys were given to students, parents, staff, and community members during the 2022/2023 school year. We received over 19,000 responses to two (2) different quantitative surveys (fall survey and winter survey) and over five hundred to three (3) different qualitative surveys (students, staff, community). The survey data was shared with various educational partners throughout the year at Administrator meetings, school site visitations, the DSLT, DELAC, and DPAC meetings, with the labor unions, and SELPA. 12JUN2023 2023 19642460142240 Synergy School of the Arts and Technology, Lancaster & Palmdale 6 Not Met For Two or More Years 2023 19642461996537 Desert Sands Charter 6 In the spring of 2023, 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: * 99% of the students reported that they felt safe * 93% students 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. During the school year, 96% staff reported that they felt safe, and 100% staff 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 31MAY2023 2023 19642610000000 Arcadia Unified 6 Self-Reflection Tool Priority 6: School Climate Data: Arcadia Unified School District (AUSD) administers the California School Climate and Health Learning Survey (CalSCHLS) annually to grades 5, 7, and 9. Students were surveyed in 5th Grade to mark their feelings about safety at school. Of the students who 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, 70% of students perceive school as safe or very safe. In 9th grade, 64% perceive their school as safe or very safe. 5th, 7th, and 9th-grade students were also asked about their feelings about school connectedness. School Connectedness results were as follows: 5th-grade - 76%, 7th-grade 66%, and 9th-grade 59%. 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 2022 from researcher Dr. Alan Daly and his team from UC San Diego, which is referred to as “Better Together.” This was our fourth year collecting this data, and the aggregated data is posted on our district website. The data about our district culture resulted in a mean of 5.1 on a 6-point scale in agreement about a healthy culture and climate from all educational partner groups in our district. Meaning: The surveys were conducted at schools in February and March of 2023. The data for 2022 remained the same for 5th-grade students in 2023 at 85%. The data for our 7th-grade students did increase by 1% and 9th-grade data declined by 10%. It is important to note that the data is not cohort data. AUSD continues to monitor and reflect upon our safety practices to ensure all students are safe and understand the conditions that impact students' feelings of safety. Our facilities, maintenance and transportation services work closely with all site principals to ensure student safety of facilities in addition to the work done by our counselors and site staff in ensuring student safety. The data collected by Dr. Daly has been maintained in the area of culture and climate with our educational partners. This is a strong indicator that the strength of our organization is cenered around healthy relationships. We continue to work on maintaining our our healthy culture as Dr. Daly has reported annually in his findings that our data is unique in maintaining a culture and strong ratings around trust in our organization. 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 27JUN2023 2023 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 serves to measure the District’s progress on state Priority 6. Survey results administered to grades 3-12 reflect the following about school connectedness and safety in AUSD. 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: ? 31% more elementary school students expressed high levels of engagement when compared to high school students. ? 38% more elementary school 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. Both elementary and high school students expressed the same rate of positive responses to questions contained in the culture theme, both at 29%. ? 42% of middle school students surveyed responded positively to questions addressing belonging and peer collaboration. High school students had lower rates of positive responses at 33%, as did elementary school students at 36%. ? High levels of elementary school students responded positively to questions contained in the theme of relationships. High school and middle school students indicated lower levels of positive responses to relationship questions (Middle 54%, High 31%). ? Elementary and middle school students indicated mid-levels of feeling safe, 59% of elementary school students and 54% of middle school students. While high school students reported lower levels of feeling safe in school at 43%. Met AUSD results are, on average, similar to those reported by similar California schools and national results. In the area of engagement and safety, AUSD students’ positive responses declined slightly from the previous year and are in the second quartile when compared to state and national results. Engagement and safety impact school climate as they address students’ perception of high expectations and feelings of being safe at their schools. 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 2022-2023, AUSD saw declines in student positive responses. The continued impact of COVID-19 mandates, high levels of chronic absenteeism, and increased violence in the community were some of the contributing factors. AUSD publicly shared the 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 2023-2024 LCAP 20JUN2023 2023 19642870000000 Baldwin Park Unified 6 DATA: California Healthy Kids Survey Results 76% of 5th graders responded they feel safe at school either all the time or most of the time. Decrease of 4% from the previous year. 52% of 7th graders responded they feel safe at school either all the time or most of the time. Increase of 5% from the previous year. 48% of 9th graders responded they feel safe at school either all the time or most of the time. Decrease of 5% from the previous year. 50% of 11th graders perceived school as very safe or safe. Increase of 2% from the previous year. 67% of 5th graders responding affirmed school connectedness through caring adult relationships. Decrease of 13% from the previous year. 57% of 7th graders responding affirmed school connectedness through caring adult relationships. Increase of 3% from the previous year. 53% of 9th graders responding affirmed school connectedness through caring adult relationships. No change from the previous year. 56% of 11th graders responding affirmed school connectedness through caring adult relationships. Increase of 5% from the previous year. Meaning: Disaggregated Results Among 5th-grade males and females, 83% of males and 70% of females reported feeling safe at school. Among 7th-grade males and females, 59% of males feel safe or very safe at school, 7% greater than females. Among 9th-grade males and females, 52% of males feel safe or very safe at school, 8% greater than females. Among 11th-grade males and females, 52% 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 the availability of mental health agencies on school sites. Continuation and expansion of Positive Behavior Interventions and Supports. (PBIS) (Title IV Funds) Provide professional development and support for implementing Positive Behavior Interventions and Supports. (Title IV Funds) Continue implementation of Second-Step and Character Strong curriculum. (Title IV) Met 13JUN2023 2023 19642871996479 Opportunities for Learning - Baldwin Park 6 OFL-BP sent the School Climate Survey and an LCAP survey in the spring of 2023. The following are key takeaways that we gleaned from those surveys and our plans moving forward in response. In our LCAP survey, 83% of parents responded favorably when asked how confident they are that their child’s school is supporting their child socially and emotionally. In our School Climate Survey, 72% of students reported positive ratings (between 3.5-5.0) to “sense of social-emotional security”, however there is a disparity between the responses between our male and female students. While 85% of our female students responded favorably to having a sense of social-emotional security, with a mean score of 4.0, only 63% of our male students responded favorably, with a mean score of 3.67. The LEA recognizes the importance of social-emotional development in students and this data suggests our male students need more support in this area. The LEA will include more social-emotional development opportunities for students (LCAP Goal 4 - Action 3), and strategically plan on more diverse offerings to ensure our male students are represented. While 93% of staff felt the school did a good job of creating conditions for success for students with disabilities, only 76% of parents and 75% of students responded positively. This discrepancy in responses between staff and parents/students lets the LEA know that more work needs to be done at the school level to help our students with disabilities feel included in all facets of school life, including opportunities for leadership, decision-making, and events for socialization. The LEA will work with the SES team to plan more inclusive opportunities for our students with disabilities (LCAP Goal 3 - Action 2 and LCAP Goal 4 - Action 3). 79% of parents said they feel confident in their ability to support their child’s learning. The LEA wants to ensure that parents/guardians feel confident in how they can support their child so we will provide more workshops and strategies for parents to help support their child at school (LCAP Goal 4 - Action 1). Met 26JUN2023 2023 19642950000000 Bassett Unified 6 DATA The CA Healthy Kids Survey yielded 873 responses from students in grades: 5, 7, 9, and 11. Participants identified the following as strengths (Grade 5): -(School Engagement & Supports) High expectations by adults in schools: 81% Yes, most/all of the time -(School Safety & Cyber Bullying) Feel safe on way to/from school: 80% Yes, most/all of the time -(School Disciplinary Environment) Students treated with respect: 81% Yes, most/all of the time Participants identified the following areas in need of improvement (Grade 5): -(School Engagement & Supports) Meaningful Participation: 36%% Yes, most/all of the time -(School Safety & Cyber Bullying) Called bad names, target of mean jokes: 46% Yes, most/all of the time -(School Disciplinary Environment) Students well behaved: 39% Yes, most/all of the time Participants identified the following as strengths (Grade 7, 9, 11): -(School Engagement & Supports) High expectations by adults in schools: 61-73% Yes, most/all time -(School Safety & Cyber Bullying) School perceived as very safe/safe: 44-50% Yes, most/all of the time Participants identified the following areas in need of improvement (Grade 7, 9, 11): -(School Engagement & Supports) Meaningful Participation: 16-23% Pretty/Very much true -(Social and Emotional Health) Experienced chronic sadness/hopelessness: 32-36% Past 12 months. MEANING/USE Student surveys indicate the need for increased meaningful engagement and continuing to provide an SEL tiered system of support. BUSD will provide teacher professional development on engagement strategies to ensure meaningful participation (Goal A, Action1), and increase the hours of School Safety Monitors (Goal B, Action 3). SEL needs continues to be addressed by LCAP Goal B, Action 2; contract renewals of Second Step and Thrively programs to be used at the elementary and secondary levels, and by the assignment of Counselors at every school (including elementary schools). Community Schools Initiative (CSI) - Implemented at BHS & DJ (plans to implement at all BUSD sites) D'VEAL Family and Youth Services is a community-based agency whose focus is to collaboratively work with diverse communities and organizations 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. Student Behavioral Health Incentive Program (SBHIP) Four priorities: Increase the number of individuals trained/qualified to provide mental health services/ supports Increase access to mental health care/providers on campus Data Systems Universal Prevention Met 27JUN2023 2023 19643030000000 Bellflower Unified 6 "Goal one of the 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 yearly at elementary and secondary school sites. The most recent data revealed that 70% of 5th grade students, 47% of middle and high school students surveyed feel highly or moderately connected at school. 98% of staff feel that their school is a supportive and inviting place for students to learn and 77% of parents feel welcome to participate at school. The survey also revealed that 71% 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 89% of teachers strongly agree or agree that students are safe at school. When the Healthy Kids data is disaggregated by elementary and secondary sites, the fifth graders report higher percentages of agreement than middle and high school students in all areas. When secondary school site results are disaggregated by ethnicity, some differences emerge. For school connectedness, the white student group reported a higher percentage while the black or African American and Hispanic students reported lower percentages of school connectedness. In terms of school safety, the white student group reports the highest percentage of agreement while the Asian student group reported the lowest percentage in this area. In order to increase the feeling of connectedness in our secondary students, all staff including administrators, counselors, teachers, and classified staff have been trained in the School-Connect program and use the pillars of this program to build strong relationships with students. The goal of the training is to provide school staff with classroom strategies to support the social, emotional, and academic growth of students. The amount of counselors at the middle and high schools has been increased to meet the diverse needs of our students and both comprehensive high schools have a dean of climate and culture. Our elementary students continue to benefit from two counselors at the site. Every site has a wellness center which is a safe and relaxing space to access when needed. School safety is being addressed across the district. Parent and staff representatives from every site met to discuss safety in our BUSD schools and to discuss strategies that can be implemented to make our schools even safer. All parent and community groups have been given the opportunity to provide input on the solutions as we work together to ensure BUSD is a safe and welcoming place for all students." Met 15JUN2023 2023 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, California Health Kid Survey and other surveys to create and assist with implementing our strategic plan. The strategic plan is here: https://www.bhusd.org/apps/pages/index.jsp?uREC_ID=1994774&type=d&pREC_ID=2090503 Through our update to the Board of Education on May 2, 2023, we found that some of our schools have met our goals of ensure our students, families and staff feel safe and connected while some schools are close to meeting this goal and is still in progress. This means we still have some work on ensuring that students can identify a trusted adult in each school, that parents feel welcome regardless of previous interactions with the school staff, and that all teachers feel supported by their administration and colleagues. All of this data, results, and goals are embedded in the strategic plan. Met 27JUN2023 2023 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 71% Sense of Belonging 64% Grades 6-8 Student Safety 59% Sense of Belonging 39% Grades 9-12 Student Safety 56% Sense of Belonging 32% 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 English Learners, Foster Youth and Socio-Economically Disadvantaged 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 English Learners, Foster Youth and Socio-Economically Disadvantaged populations. The focus for the 2023-24 school year will be a focus on multi-tiered levels of support for all students. Each school site will define programs to support the needs at their site for specific target areas. Met 28JUN2023 2023 19643370000000 Burbank Unified 6 The School Satisfaction Survey is administered through a third party to provide BUSD educational partners anonymity. This survey is designed to analyze and compare trends over time. Therefore, the questions cannot be changed on an annual basis even though some questions don’t accurately reflect the circumstances in which schools functioned due to local and state health guidelines and policies. The results below reflect the most recent data obtained from the spring 2022 School Satisfaction Survey. The key findings from the survey were the following: Based on the analysis of this survey, survey results include highlights in the following areas of positive perceptions: ? Overall Satisfaction with BUSD and school sites is high at 70%. ? Perception of teachers is high with most metrics in the 80+% of positivity. ? Staff Evaluations remain positive with effective communication, processes, and equity (90+/-%) ? Families feel welcome on school sites (85%). ? Technology is readily accessible and available to students (85%) ? Schools respond to child’s questions or concerns (83%) ? Parent Portal usage has increased by 3% ? Email remains the highest-rated method to communicate with parents (90-93%) ? Satisfaction with PBIS and anti-bullying programs activities increased (increased 2% - PBIS & 11% for anti-bullying) ? Awareness of how and to whom bullying should be reported increased by 7% (71% total). Based on analysis of this survey, future work in Burbank Unified School District could include: ? Increase frequency and transparency of communication with parents and staff. • Metrics indicate a decline in this area from previous years. ? Investigate the significant shift in post-high school plans for students. • Significant shift in self-reported plans of high school students from 4-year to community college or uncertain post-high school plans. ? Expand professional development offerings on behavior management, school safety, and mental health and well-being. • Carryover trend from the previous year as staff are requesting additional training and support with challenges students are facing at school. The responses from the survey above will be used to complete the local indicator section on the California Department of Education website for the California School Dashboard. Each component will receive either a color code or a numerical score. Met 22JUN2023 2023 19643450000000 Castaic Union 6 We administered the Healthy Kids Survey in the spring of 2023 to our 5th and 7th grade students. In the area of School Connectedness, 73% of our 5th graders and 52% of our middle school students feel connected to their school. In the area of school safety, 75% of our 5th graders feel safe at school and 50% of our 7th graders feel safe at school. 67% of our 5th grade students feel they have caring adult relationships at school and 55% of our 7th grade students feel they have caring adult relationships at school. 94% or our parents and 95% or our school staff feel our schools are safe. The data is showing that student connectedness drops from 5th grade to 7th grade, with only about half of 7th graders feeling safe and connected at school. As a result, this year we are training our middle school staff on ways to support students and encourage positive relationships. We have trained staff and are implementing strategies from Capturing Kids Hearts, providing motivational speakers, retraining Safe School Ambassadors and creating school family groups. As a whole district, we continue to focus on supporting our students socially and emotionally with a combination of Conscious Discipline and Capturing Kids Hearts strategies. We are also planning a Safe School Training for all staff in November to address potential school emergencies or threats. Met 22JUN2023 2023 19643520000000 Centinela Valley Union High 6 The District administered the California Healthy Kids Survey (CHKS) and a locally developed Student LCAP and Community Schools Survey to all students. The District chose these measures as they reflect a balance between a widely used state measure and a local measure of the District’s particular focus areas. According to the CHKS, 52% of students feel safe or very safe at school. Also, 38.75% 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, elevent, and twelfth grades. Additionally, 50% 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. During students’ second full year back on campus, we have seen the efforts of our Equity Team reflecting positively in regard to school climate and connectedness. The following are key findings from our local Student LCAP and Community Schools Survey, viewed through an equity lens, with all data points having increased from the prior year: 93.2% (previously 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; 91.2% (previously 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; 82.8% (previously 81.8%) of students strongly agree or agree that teachers do not show bias or favoritism toward a single race, ethnicity, culture, or religion during instruction/in the classroom; 86.1% (previously 84.5%) of students strongly agree or agree that teachers do not show bias or favoritism toward a single gender or sexual orientation; 81.4% (previously 78%) of our students indicated that the materials and lessons in their classes include examples of their race, ethnicity, and culture, and; 77.2% (previously 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 and the local Student LCAP and Community Schools Survey to help assess the effectiveness of programs and efforts to increase students’ sense of connectedness and improve overall school climate. Additionally, the District will continue to participate in a Community of Practice facilitated by WestEd and the California Center for School Climate to refine our structure and protocols for how we systematically interpret and synthesize school site climate data to develop goals and measurable outcomes to address identified school climate needs. Met 21JUN2023 2023 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 13JUN2023 2023 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 13JUN2023 2023 19643780000000 Charter Oak Unified 6 1. DATA: Charter Oak Unified School District (COUSD) administered a survey to 5th through 12th-grade students in the 2022-2023 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 this and other surveys. The schools also use the results of the survey 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 survey, 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 continued with the 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, two Board Certified Behavior Analyst (BCBA) and a counselor 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 California Healthy Kids Survey during the 2023-2024 school year. Met 22JUN2023 2023 19643940000000 Claremont Unified 6 Combined results from 2023 LCAP Student Survey (grades 4-12) show that: • The percent of CUSD students enjoy going to school: 72% (down 4% from 2021-2022). • The percent of students who responded that their teachers care about them: 87% (down 5% from 2021-2022). • The percent of students who reported that they are treated fairly by adults on campus: 92% (down 2% from 2021-2022). • The number of secondary students who reported that they were involved in school sponsored extracurricular/co-curricular activities: 1,611 (up 9% from 2021-2022). 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 was administered again in Spring 2023 and the results reported in the 2023 California School Dashboard Local Indicators. The following are results from the 2021 CHKS administration: Key Indicators 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 2023 LCAP Parent and Community Survey found that 85% of parents reported that they feel the school campus(es) is/are safe. This is a 7% decrease from the 2022 LCAP Parent and Community Survey. Results from 2023 LCAP Staff Survey found that 73% of staff (certificated and classified) reported that they feel the school campus(es) is/are safe. This is a 15% increase from the 2022 LCAP Staff 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 partners felt there was a need to continue social-emotional learning and mental health training which CUSD will again fund for the 2023-2024 school year. Met 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 in order to continue to improve school climate. 26JUN2023 2023 19644360000000 Covina-Valley Unified 6 C-VUSD administers the California Healthy Kids Survey (CHKS) to students in grades 5, 7, 9, and 11, gathering essential data on school climate, safety, student wellness, and connectedness. This data informs actions to enhance student engagement, belonging, and social-emotional learning. Results are analyzed at district, site, and grade levels, shared with the Board of Education, and used to identify trends and areas needing attention. The district and schools then develop plans, services, and interventions based on this data for overall school and district improvement. In the 2022-23 elementary results, academic motivation (80%) and school connectedness (70%) are strong, but meaningful participation (34%) and school boredom (44%) need improvement. A positive anti-bullying climate is reported by 72% of students. Most feel safe at school (81%) and on their way (86%). However, incidents of being hit or pushed (33%) and cyberbullying (28%) require attention. While rules are clear (78%), well-behaved students (42%) and those feeling fairly treated when breaking rules (54%) need enhancement. In the 2022-23 secondary results, academic motivation remains positive (Garde 7: 63%, Grade 9: 59%, Grade 11: 59%), but school connectedness (Garde 7: 55%, Grade 9: 56%, Grade 11: 57%) and meaningful participation (Garde 7: 27%, Grade 9: 24%, Grade 11: 28%) decrease as students advance. Boredom (Grade 7: 41%, Grade 9: 42%, Grade 11: 42%) and doubts about school's worthiness (Grade 7: 13%, Grade 9: 12%, Grade 11: 14%) increase. Safety perception fluctuates (Grade 7: 58%, Grade 9: 56%, Grade 11: 58%), with a decline in bullying incidents (Grade 7: 40%, Grade 9: 20%, Grade 11: 16%). Rule clarity is consistent, but improving student behavior and perceived fairness when breaking rules is necessary. There is a noticeable shift in students' experiences and perceptions as they transition from elementary to secondary school. A decrease in school connectedness, an increase in boredom, and doubts about the worthiness of school marks this transition. Safety perceptions also show some fluctuations, with students in secondary school having slightly lower feelings of safety. On the positive side, bullying-related issues decrease as students progress to higher grades. Both elementary and secondary schools can benefit from addressing the decline in meaningful participation, maintaining a strong anti-bullying climate, and focusing on student engagement. C-VUSD uses CHKS data for continuous improvement. Elementary actions include enhancing engagement strategies, reinforcing anti-bullying initiatives, and strengthening parental involvement. For secondary schools, efforts focus on addressing declining connectedness, improving safety, enhancing behavior and discipline practices, and collecting feedback for evaluation. These actions aim to create a safer, more engaging, and inclusive school environment, with ongoing assessment to ensure effectiveness. Met 26JUN2023 2023 19644440000000 Culver City Unified 6 Our CHKS data is strong and can be improved at some levels. Improving our practices and reassessing will inform our implementation decisions. Specifically, 6 schools received a silver PBIS award and 1 school received a gold award. Awards that verify our strides to improve culture and climate reinforce that the strategies educators are using are working. Met 27JUN2023 2023 19644510000000 Downey Unified 6 Data: Downey Unified seeks input from students in grades 3 – 12 through the Annual LCAP Student 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. A total of 12,135 students participated in the survey. Students were asked a series of questions around 2 focal areas: 1) School Climate and 2) Learning Environment. The following results reflect the percentage of 3rd – 12th grade students who strongly agree or agree: School Climate Statement % that Strongly Agree/Agree I feel safe at school. 90% My school enforces rules consistently. 88% The students at my school treat each other with respect. 63% The adults at my school treat students with respect. 88% My teachers care about me as a person. 90% I fit in at my school. 85% Learning Environment Statement % that Strongly Agree/Agree I believe I can do well in school. 93% My teachers believe I can do well in school. 95% My teachers help me learn. 95% I feel comfortable asking questions in class. 70% What I am learning in school will benefit me in the future. 80% My school has the technology I need to learn. 97% Based on the data, DUSD has consistently maintained a positive school climate in its schools. Despite the lingering effects of the pandemic and school closures, students continue to see schools as places where they are safe, cared for, and respected by their teachers. Students perceive their learning environment positively where they believe that what they are learning is beneficial for their future and that their teachers support their learning. Meaning: The results of the survey demonstrate that despite the challenge of increased student absenteeism rates and a higher need for mental health and social-emotional support, DUSD has maintained positive and strong relationships between staff and students. Students see their teachers as supporting their learning and generally feel respected at school. The data also demonstrates that there may be a need to focus on students treating each other with respect and a continued need to make classrooms safer spaces for students. Sixty-three percent of students believe that students treat each other with respect and seventy percent of students feel comfortable asking questions in class. Use: Downey Unified continues to navigate the effects of the pandemic. To address the mental health and wellness needs of students, we have fully staffed Wellness Centers in all secondary schools. The Wellness Centers provide students with a safe space where they can receive social-emotional or mental health support when needed. At the elementary school level, wellness spaces are being created. Met 27JUN2023 2023 19644690000000 Duarte Unified 6 Duarte Unified uses the California Healthy Kids Survey (grades 5, 7, and 9) to measure school climate and to shape programs that support a positive climate for learning and student success. In terms of school engagement and supports, the responses for students in grade 5 were strongest in the areas of academic motivation (86%) and high expectations (87%). Responses were relatively weaker in meaningful participation (45%) and school boredom (41%). Secondary students also responded the strongest about academic motivation (62% grade 7 and 62% grade 9) and high expectations (69% grade 7 and 57% 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 (77%) and feel safe on their way to and from school (90%). These same students’ greatest concern was being called bad names or mean jokes (47%) as compared to their least concern was cyberbullying (28%). Students responded favorably (88%) 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, 56% of grade 7 and 53% of grade 9 students perceived their school as safe or very safe. 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 (34%) or had mean rumors or lies spread about them (31%). Those same areas were also relatively high for grade 9 who experienced harassment or bullying (26%) and/or had mean rumors or lies spread about them (23%). The lowest area of concern was related to seeing a weapon on campus (10% Grade 7 and 3% Grade 9). Another relatively low area of concern was related to being in a physical fight (11% Grade 7 and 9% Grade 9). 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 as well as the social-emotional safety and well-being of students. Met 29JUN2023 2023 19644690128736 Opportunities for Learning - Duarte 6 Data: The LEA administered the School Climate Survey this Spring. The student survey was completed by 94.44% of our 8th and 10th grade students. The parent/guardian survey was completed by 41.47% of the 8th and 10th grade parent/guardians. The Staff survey was completed by 100% of our school staff. The survey indicated an overall positive score across all indicators, with a score of 2.5 being negative, scores between 2.6 and 3.5 being neutral, and scores above 3.5 being positive positive. The highest scores across the three populations were in the areas of Safety Rules and Norms and Sense of Physical Security. The lowest scores across the three populations were in Sense of Social-Emotional Security, Social Supports/Students, and Social Media. While none of these scores were below 3.6 for any population, they were generally the three lowest scoring categories. Areas of Strength/Areas of Growth: Through evaluation of the LEA’s scores, we are proud that all populations understand the norms of the school, and feel physically safe as they attend the school. Strong efforts are made to establish clear and multiple lines of communication with all educational partners. This is also seen in the area of Support for Learning, which had scores above 4.0 for all populations. Each student is given individual attention by their teacher and multiple support staff to promote their progress towards graduation. The LEA’s can identify some common concerns in the three areas it scored the lowest. Social-Emotional Security involves the sense students feel safe from verbal abuse, teasing, and exclusion. Social Support/Students is the pattern of supportive peer relationships for students for socializing, problems, and academic help. Social Media in this survey speaks to the student feeling of safety from physical harm, verbal abuse, gossip, and exclusion when online. Next steps: To address the LEA’s areas of growth, it will strive to increase participation in school student groups and peer mentoring programs to foster a sense of positive peer connection. The LEA will increase social emotional learning opportunities in order to have a greater impact around social media and measures students can take to keep themselves safe in on-line environments. These efforts are aligned with our LCAP Goal 4 Action 1 - Educational Partner Engagement Events and Outreach and Goal 4 Action 2 Student Well-Being: Mental, Emotional, and Physical Health. Met 22JUN2023 2023 19644690134858 California School of the Arts - San Gabriel Valley 6 Not Met For Two or More Years 2023 19644690139535 Options For Youth - Duarte, Inc 6 Data: Our School Climate (CSCI) survey is administered every other year and last was Spring 2023. The data provided below reflects the findings. Our next CSCI survey will be administered Spring 2025. Respondents gave favorability ratings for various topics including school climate and safety, family engagement, expectations, sense of belonging and engagement, and teacher-student relationships. Surveys indicate overall positive results for school climate, with 69% of staff, 75% of students and 86% of family members reporting a favorable response. Meaning: Feedback gathered from the CSCI Survey indicates the school has provided a safe environment and has developed strong student-teacher relationships as evidenced by the positive results for the School Safety and Teacher-Student Relationship Ratings. 93% of students and 92% of families provided a favorable response in the area of School Safety. 80% of students reported a favorable response in the area of student-teacher relationships. 70% of families responded favorably that the school fit the needs of their students. 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. An area of growth is the Sense of Belonging measure. While the LEA has cultivated strong teacher-student relationships and a safe environment, a greater focus must be spent on helping students feel connected to the school community. While 63% of students responded favorably in the area of Sense of Belonging, we would like to see that measure increase so that all students feel that they belong as a part of the school community. 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 our school is 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. While positive growth has been made in 66.67% of students completing a school sponsored extracurricular activity or course designed to develop their social-emotional skills, there is much more room for growth to create a community where students feel a sense of belonging. OFY Duarte continues to improve by providing Goal 4, Action 1, offering Educational Partner engagement events and utilizing technology to improve student/parent communication. Additionally, to increase student’s sense of belonging OFY Duarte is committed to providing opportunities for engagement and school programs such as experiential learning trips and camps, sports, groups, and field trips. Met 21JUN2023 2023 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 end of each school year. The School Climate survey (grades 6 – 8 Spring 2023) addressed the following categories. The percentage represents the percent of favorable responses: • School Teacher-Student Relationships 45% • School Rigorous Expectations 61% • School Belonging 33% • School Climate 37% • School Engagement 29% The Social Emotional (grades 6 – 8 Spring 2023) addressed the following categories. The percentage represents the percent of favorable responses: • Self-Management 60% • Social Awareness 49% • Self-Efficacy 39% • Growth Mindset 44% • Emotion Regulation 43% The surveys were given the last few weeks of the 23-24 school year. The data show a drop in all measures from the prior survey. Disaggregated data by race indicates that our white/Hispanic population answers questions more favorably (65%) than our black students (21%) in measures of school climate. Additionally, the data indicates that students are progressively less satisfied with their school environment with grade 6 at 50%, grade 7 at 38%, and grade 8 at 11% favorable. To address the gaps in school climate we have increased access to electives at the middle school. Electives for the 23-24 school year include: art, band, guitar, choir, theater, and STEM and by adding a seventh period all students can have an elective each semester. We continue to offer after-school intermural sports. We partner with several community agencies to offer additional access to enrichment activities to students. Disaggregated data by race indicates that our white/Hispanic population answers questions more favorably (66%) than our black students (21%) in measures of Social Emotional Learning. Additionally, the data indicates that students are progressively less favorable with regards to their social emotional well-being with grade 6 at 52%, grade 7 at 37%, and grade 8 at 11% favorable. To address the gap in social emotional learning we plan to continue with the African American Advisory Committee with an emphasis on establishing a consistent parent base, the committee will focus on areas of concerns and effective strategies to improve the learning environment for our Black students. 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 have received additional training to use restorative practices to build school community. Both programs will build on and support our 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 28JUN2023 2023 19644850000000 East Whittier City Elementary 6 DATA: East Whittier City School District utilizes California Healthy Kids Survey (CHKS) and the Local Control Accountability Plan (LCAP) survey to assess students' perception of school climate and safety. Of students surveyed, 86% reported their school is a safe place to learn, 85% of students feel that school is preparing them for college and a career, and and 86% of students feel academically motivated at school. MEANING: School connectedness remained stable this year and EWCSD will continue to focus on creating positive, connected school cultures. EWCSD will continue to support all students through the MTSS framework while placing particular priority on PBIS and and social-emotional instruction and supports. USE: EWCSD will continue to strengthen practices in the area of social-emotional learning and PBIS. Each school is staffed with at least one full-time School Social Worker to support social-emotional supports and instruction. Each school site has assembled a dynamic PBIS Leadership Team who support the implementation of the PBIS initiative. We will continue to build our capacity as a District in the area of Tier II supports to support the well-being of every student in the East Whittier City School District. Met 14JUN2023 2023 19645010000000 El Monte City 6 STANDARD MET The El Monte City School District (EMCSD) has administered the California Healthy Kids Survey (CHKS) to 5th and 7th grade students for six year. Results indicated that 83% of 5th grade students believe that adults in school have high expectations of them most/all of the time while 76% of 7th grade students believe this to be true most/all of the time. This is an area of relative strength. Data indicated no significant gender and slight race/ethnicity differences for 5th grade students (Male: 83%, Female: 84%; Asian/Asian American: 83%, Black/African American: 82%, Hispanic/Latinx: 84%, White: 81%, Mixed: 86%, Something Else: 84%). Slight discrepancies were noted among 7th grade students in gender (Male: 76%, Female: 75%, Nonbinary: 79%, Something Else: 72%) and race/ethnicity (Asian/Asian American: 75%, Hispanic/Latinx: 75%, White: 87%, Mixed: 79%, Something Else: 79%). Around 71% of 5th grade students and 62% of 7th grade feel connected to their school. Data indicated no significant gender and slight race/ethnicity differences for 5th grade students (Male: 71%, Female: 72%; Asian/Asian American: 68%, Black/African American: 75%, Hispanic/Latinx: 73%, White: 69%, Mixed: 71%, Something Else: 70%). Some discrepancies were noted among 7th grade students in gender (Male: 68%, Female: 56%, Nonbinary: 63%, Something Else: 35%) and race/ethnicity (Asian/Asian American: 64%, Hispanic/Latinx: 60%, White: 84%, Mixed: 70%, Something Else: 54%). Around 75% of 5th grade students and 64% of 7th grade feel safe. Data indicated some gender and race/ethnicity differences for 5th grade students (Male: 78%, Female: 72%; Asian/Asian American: 76%, Hispanic/Latinx: 73%, White: 80%, Mixed: 92%, Something Else: 71%). Discrepancies were noted among 7th grade students in gender (Male: 69%, Female: 58%, Nonbinary: 62%) and race/ethnicity (Asian/Asian American: 66%, Hispanic/Latinx: 63%, White: 86%, Mixed: 49%, Something Else: 59%). EMCSD recognizes that high expectations and students’ sense of connectedness and safety (physical and psychological) are critical conditions for future success and actions are supported through the District’s Local Control Accountability Plan. EMCSD will continue district-wide implementation of the Leader in Me Curriculum, aligned to Covey’s 7 Highly Effective Habits, emphasizing the academic and social emotional learning components. EMCSD will also continue to scale up social, emotional, and behavior support, including our counseling program and behavior interventionist support. CHKS results indicated a continued need to prioritize equitable practices, policies, and procedures. Thus, focus will be placed on preventative, proactive, and nonexclusionary discipline practices that include positive student-staff relationships, structured school and classroom environments, high expectations and engaging instruction, professional development, and family and community engagement. Restorative practices will continue to be expanded. Met 12JUN2023 2023 19645190000000 El Monte Union High 6 "Each year, the EMUHSD administers the Youth Truth survey to all students. Over 80% percent of students completed the Youth Truth survey in the Spring of 2023. The survey results indicated that about 85.8% of students ""feel safe on campus"". This is an increase from the prior year of 63%. Safety protocols continue to be implemented to support safety on campus. Full time campus supervisors were hire to ensure supervision was provided throughout the day, when students are present. Additional hours were also provided to current campus supervisors to support safety on campus and promote participation on weekends. Student responses also indicated that 77.3% of students who completed the survey stated they felt engaged and connected to the school. This highlighted the need to increase the number of afterschool enrichment and extra-curricular activities available for students to participate in. Data showed a slight increase in the suspension rate. 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. Finally, the graduation rate decreased from 87.2% to 86%. This resulted in an increase of credit recovery courses offered to students throughout the year, not just in person, but also online." 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. 21JUN2023 2023 19645270000000 El Rancho Unified 6 ERUSD participates yearly in the California Healthy Kids Survey (CHKS). The data is used by the school district and sites to determine student needs and barriers to academic achievement and well-being. The following indicators are from CHKS data school year. School Connectedness 2020-2021 2021-2022 5th 72% 75% 7th 49% 61% 9th 35% 55% 11th 50% 50% School Safety (Schools Perceived as Very Safe or Safe) 2020-2021 5th 63% 7th 65% 9th 44% 11th 67% 2021-2022 80% 60% 52% 53% Meaning: The return to in-person learning for the 2021-2022 school year, may have had a positive impact on students' sense of connection to their school. Survey results yielded an improvement in school connectedness among 5th, 7th, and 9th graders during the 2021-22 school year. The key indicators reveal that 5th, 7th and 9th grade students report that they feel a sense of connectedness to adults within the school; being happy to be at their school, and feel like they are a part of the school community. This direct social engagement can foster a sense of belonging and connectedness to the school community. 2021-2022 CHKS data indicates that elementary students and 9th grade students have an increased feeling of safety within their school environments as compared to 2020-2021. 7th and 11th grade students have a decreased feeling of safety within their school environments as compared 2020-2021. While many students may have experienced an improvement in school connectedness upon returning to the school building, it's crucial to acknowledge that some students may not have felt completely safe during this transition. One significant reason students may have felt unsafe upon returning to school is related to health and safety concerns. The return to in-person learning represents a shift back to a more traditional learning environment, which may be intimidating or overwhelming for some. Use: ERUSD has developed a PBIS framework to continue promoting positive behavior and supporting student success in schools. The PBIS framework provides staff with positive and restorative strategies and interventions that allow them to develop relationships with students and reduces the amount of punitive actions and dialogue that historically has impeded the progress of student/teacher relationships. The district continues to integrate a social emotional learning curriculum through weekly lessons, which creates opportunities for positive dialogue in the classroom and increased opportunities for teacher/student connectedness. ERUSD launched the See Something Say Something Campaign in the 2022-2023 school year. The If You SeeSomething, Say Something Campaign raises safety awareness and teaches students to recognize warning signs and to report any suspicious behavior to a trusted adult at home or at school. If You See Something, Say Something Campaign complements the ERUSD’s safety programs such as WeTip-Text-A-Tip and Gaggle in the efforts to protect the students, staff, and community from harm. Met The district will continue partnerships with community agencies to continue to support the social emotional well-being of students. In the 2022-2023 school year, El Rancho High School opened the Oasis Wellness Center. The Oasis Wellness Center was made possible through furnishing donations by the Los Angeles Centers for Alcohol and Drug Abuse and other in-kind donations. Oasis not only provides a safe and quiet place for students, it also provides a place for students to build relationships and learn about and practice self regulation techniques. Creating calming rooms or calm spaces within all schools is crucial in supporting the emotional wellness of students. These dedicated spaces provide a safe and nurturing environment where students can seek refuge, practice positive coping skills, and find solace during times of heightened stress or emotional distress. 27JUN2023 2023 19645350000000 El Segundo Unified 6 In 2023-24, ESUSD (El Segundo Unified School District) administered the California Healthy Kids Survey to students in grades 5, 7, 9, and 11. The survey provided valuable insights into various aspects of students' well-being and experiences within the school district. Here are the key findings from the survey: 1. High Levels of Safety at School: The data revealed that students reported feeling safe at school, and this sense of safety has been steadily increasing each year since the COVID-19 shutdown. This is a positive indicator of the school environment's quality and effectiveness in providing a secure atmosphere for learning. 2. Supportive Households and Meaningful Relationships at School: The majority of students reported having supportive households, indicating that they have a strong support system at home. Additionally, many students expressed having meaningful relationships with peers and educators at school. These factors can contribute to students' overall well-being and academic success. 3. Student Substance Use: The data showed that student substance use has remained relatively consistent for the past three years. This suggests that the efforts and programs aimed at substance use prevention and education within ESUSD have maintained their effectiveness in keeping substance use rates stable. 4. Increasing Self-Reported Anxiety and Depression: A concerning trend revealed in the survey data is the year-over-year increase in self-reported anxiety and depression among students. This indicates a growing need for mental health support and resources within the district. 5. Additional Data: The survey gathered a range of additional data that can provide further insights into students' well-being and experiences. These include data on physical health, nutrition, exercise habits, bullying, peer relationships, and academic performance. In summary, while ESUSD has made significant strides in creating a safe and supportive school environment, the increasing rates of self-reported anxiety and depression among students call for proactive measures to prioritize and enhance mental health support within the district. Additionally, the stable levels of substance use underscore the importance of maintaining existing prevention efforts. Met 13JUN2023 2023 19645500000000 Garvey Elementary 6 Garvey School District uses a local survey comprised of twenty-two questions (for Grades 5 & 8) and twenty-seven questions (for Grades 7-8) that are adapted from the California Healthy Kids Survey (CHKS) to assess student perceptions of school safety and connections in grades 5, 6, 7 and 8. The survey utilizes a 5-level scale and each level includes a range of percentages, as indicated below. Positive Indicators: Level 1 (0-20%), Level 2 (21-40%), Level 3 (41-60%), Level 4 (61-80%), and Level 5 (81-100%) Negative Indicators: Level 1 (81-100%), Level 2 (61-80%), Level 3 (41-60%), Level 4 (21-40%), and Level 5 (0-20%) The ultimate goal is to attain Level 4 (4 points) or above for each indicator. The following is a summary of the key findings on School Climate for 2022-23. Grade 5 & 6 Average Level (Points): 4.3 Grade 7 & 8 Average Level (Points): 4.2 During the 2022-23 school year, despite the prevailing pandemic 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), mental and physical health (e.g., chronic sadness), and school safety (e.g., experiencing bullying and mean rumors, feeling afraid of being beaten up). To address the challenges, the District has been strengthening the mental health and social-emotional supports as well as the safety supports. The 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 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 29JUN2023 2023 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 2022-23 survey results indicated that 83% of 6th graders felt safe at school/outside of school most or all of the time and 91% felt safe to and from school most or all of the time. Students felt safe or very safe on campus as follows: 67% for 7th and 9th graders and 66% for 11th graders. A total of 91% of 6th graders, 93% of 7th graders, 95% of 9th graders, and 94% of 11th graders reported not seeing any weapons on campus. Results show that 76% of 6th graders state that when they reach out to a teacher for help after being bullied, teachers will help most or all of the time. 95% of 6th graders know smoking cigarettes and vaping are very bad for a person's health. 61% of 7th, 51% of 9th and 60% of 11th graders indicated “very true” or “pretty much true” that there is an adult on campus who cares about them. An area of focus is when asked if a teacher or some other adult from the school checks on how students are feeling, students answered positively 44% for 7th graders, 41% for 9th graders, and 49% for 11th graders. 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 2023 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 in two 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 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 social awareness 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 practice Met 06JUN2023 2023 19645760000000 Glendora Unified 6 Glendora Unified School District collected a wide array of school climate data during the spring of 2023 to inform the development of the Local Control and Accountability Plan (LCAP) and other, related projects. Almost 2100 students from grades four through twelve responded. As a result, several critical areas of strength emerged. Students' most positive responses showed that they feel they have the help and resources they need to succeed including technology, teacher support, and tools. They feel that they have friends at school and opportunities to interact with adults and peers. Our community survey of approximately 680 respondents showed that our strengths are providing safe learning environments for students and we focus on teaching students to act responsibly and with respect. Based on the survey results areas that we will focus on for building relationships between school staff and families include: maintaining a positive school culture by increasing student engagement, having facilities that are in good repair, fostering positive relationships among students, and keeping consistent communication. Based on the above input Glendora Unified is continuing to streamline and focus on communication. We have opportunities to communicate with parents who speak another language other than English through our use of Language Line. Our communication tool, Parent Square, can be translated into various languages for accessibility. Further parents can choose to receive emails or text messages of the information at a convenient time for them. 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. Further, district-wide Professional Development for the current school year focuses on building positive school climates and cultures. This is in response to the areas of need in connectedness and positive safe school environments. 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 (2023) 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. 15JUN2023 2023 19645840000000 Gorman Joint 6 All educational partners, 100%: parents, students, and staff, including classified, certificated, and administrative staff, feel safe while at school. There is a need to communicate at large events better with Spanish speaking parents. Met Local survey data and California Healthy Kids Survey data was used. 27JUN2023 2023 19645841996305 Gorman Learning Center 6 According to the 2023 GLC Satisfaction Survey of middle and high school students, 92.5% agree or strongly agree that staff at Gorman treat all students with respect. 88.6% of students surveyed agree or strongly agree that Gorman teaches students to positively embrace diversity. In addition to this, 94.1% of students surveyed agree that Gorman’s Resource Centers are safe but only 82.9% feel that Gorman adequately addresses teasing and/or bullying. The school's Advisory Council continued to collaborate with educational partners to provide valuable insights into the direction and goals of the school. The addition of a Homeless and Foster Youth Liaison has brought support to this population of students and families. Based on the feedback provided by parent members of the Advisory Council/ELAC, the LCAP addresses Parent Involvement as a Focus Goal, Student Achievement, Student Engagement, and other pupil outcomes, Implementation of Standards, School Climate and Course Access and Maintenance Goals. Based on the feedback of educational partners broadly, the school is continuing to address and add options for college- and career-readiness together with academic achievement through multiple services and actions. Met 29JUN2023 2023 19645920000000 Hawthorne 6 In the Spring of 2022-23, the District administered 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 2023 school year, the sample group of participants was 488 out of 735 fifth graders and 603 out of 715 seventh graders, resulting in a response rate of 66% in 5th and 84% 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: 63% of 5th graders responded they feel connected to their school. 65% of 5th graders responded they feel safe at school. 43% of 5th graders responded they feel staff treat them fairly when they break the rules. 60% of 5th graders responded they feel there are caring adults at school. 46% of 7th graders responded that they feel connected to their school. 42% of 7th graders responded they feel safe at school 49% of 7th graders responded they feel there are caring adults 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 5 compared to grade 7). In addition, the district has partnered with the Capturing Kids Hearts program and provided district-wide training to admin and staff at all levels to implement the CKH strategies that further enhance a school climate in which students and adults have trust and establish long caring relationships. Met The District maintains a comprehensive model of Positive Behavioral Intervention and Support (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 feeling safe and connected in all schools. The district’s deans and 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. A district-wide focus on developing meaningful bonds with students is aimed at positively affecting feelings of school connectedness. The district will continue to invest in a strong implementation of the Capturing Kids Hearts initiative and analyze student, parent, and staff survey results, to refine and improve programs and initiatives in the upcoming years. In addition, to continue to provide the current services, the District is the recipient of the California Community School Partnership Program Grant. This will allow us to increase and expand resources. 28JUN2023 2023 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 2023 school year, the target sample of students was students in grades 9 and 11. The final number of students who participated was 149 9th graders (96%) and 111, 11th graders (93%). All of the students participated in in-person learning during the survey administration and it yielded the following results: 83% of 9th graders and 72% of 11th graders agreed that they feel safe in the school. 72% of 9th graders and 55% of 11th graders agreed that teachers in the school communicate student expectations. 58% of 9th graders and 46% of 11th graders agreed that school staff take parent/family concerns seriously. 71% of 9th graders and 74% of 11th graders reported “pretty much true” or “very true” to the question about having teachers who 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 and improving school connectedness for students and families. In the 2022-23 school year, data reports that 62% of 9th graders feel a connectedness to school and 53% 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 who 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 site is to further improve the school climate. The counselors also serve as members of a more comprehensive model of Positive Behavioral Intervention and Support (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. Administration, teachers, and staff receive professional development through Capturing Kids Hearts to learn and implement the EXCEL model for the improvement of interpersonal interactions and meetings. The aim of this program is to strengthen relationships and foster a culture of trust and caring among both students and staff. The district continues to partner with Care Solace to provide mental health support to the school community and increased mental health support are available to students through a partnership with Hazel Health, an online service provider. Also, to better support students' behavioral needs, we will utilize the expertise of a District Behavior Support Coach, multiple Registered Behavior Technicians, Board Certified Behavior Analysts, school therapist, Social Workers, school psychologist, and other staff to provide targeted assistance as needed. 28JUN2023 2023 19646000000000 Hermosa Beach City Elementary 6 In 2023, students in Grades 5, 6 and 7 participated in the California Healthy Kids Survey (CHKS). According to CHKS findings, 82% of elementary students and 76.5% of middle school students reported feeling connected to people at school. Input from Panorama Education Surveys indicate that students feel largely included, have a sense of belonging and feel connected to school. Based on the Panorama Sense of Belonging Survey, 71% of students in grades 3-5 and 54% of students in grades 6-8 responded favorably about how much students feel that they are valued members of the school community. Social emotional indicators are taken from the CHKS data. When looking at mental health, 18% of elementary students felt sadness and 23% of middle students experienced chronic sadness/hopelessness. Over the past two years, Hermosa Schools focused on elevating inclusion and belonging on all school campuses by committing to develop culturally responsive schools by refining equity and inclusion practices. When viewing the data from Panorama Education Survey on Diversity and Inclusion, 70% of students in grades 3-5 and 79% of students in grades 6-8 responded favorably on how diverse, integrated, and fair school is for students from different races, ethnicities, or cultures. According to the Panorama Education survey, our students have reported an improved perception of diversity and inclusion in all grade-levels. MEANING: Our multi-tiered system of support for social emotional learning and school safety continues to be an area of growth for HBCSD. From responses and data from surveys, we can conclude that the majority of students feel safe and connected to school. We recognize that there are areas of concern we need to continue to work on, and these will continue to be areas of focus for the administrative teams, counselors, teachers and other staff members. USE: Hermosa Schools continue to focus on expanding social emotional programming through community engagement, counselor capacity, and schoolwide programs/curriculum. The data from California Healthy Kids Survey and Panorama Education Survey will assist with progress monitoring. Hermosa Schools will continue to expand social-emotional wellness programs that include student wellness spaces, niche counseling resources (screen time, social skills, etc.), a licensed medical family therapist, access/education to allcove (youth mental health center) and school-wide climate programming (anti-bullying, cultural awareness, etc.). Hermosa Schools will continue to partner with UCLA Center X in order to provide professional development aligned with the Equity and Inclusion Action Plan, specifically culturally responsive teaching focusing on the needs of each school site. The District plans to continue to expand its responsive practice resources. USE: The district has financially committed to funding niche counseling resources, social emotional wellness programs, and an assistant principal to assist with Met 26JUN2023 2023 19646260000000 Hughes-Elizabeth Lakes Union Elementary 6 "Annually, our district deploys a school community survey that includes LCAP goals, school climate issues, and school safety. It includes information on if families and students feel connected to the school environment. Our survey DATA indicated: many parents and students participate in a variety of programs; that most are satisfied with the instructional level of their students; work to make school attendance a priority; most feel safe on campus (we are a one-school district); most feel communication between home-school/district is consistent and strong. MEANING: areas of strength included communication, positive and safe school environment, and strong instruction for students. Challenges and barriers include small budget to properly maintain facilities; difficulty with providing programs such as after-school sports due to school size and rural location. Parents and students would also like to see rich VPA learning opportunities. USE: This year (2023-24) the district took over the after-school expanded learning program and created a rich menu of VPA enrichment opportunities for students. Additionally, the school became an AVID school, training staff, educating families, and instructing students with AVID skills and learning supports. Finally, the school began a rotating middle-school class schedule to provide a more ""junior high"" experience for our students." Met We have increased our home-school communication systems including weekly newsletters, robocalls, emails, family information events, and by employing social media. Due to many of the efforts listed in Priority 6, we have seen a 20% growth in enrollment for the 2023-24 school year. 22JUN2023 2023 19646340000000 Inglewood Unified 6 Implemented PBIS Climate Post-Survey (Spring) 2023) District wide Climate survey results are as follows: On a four point scale for satisfaction with School Climate Elementary Students-Score: 3.02/4 or 75% Secondary Students-Score:2.84/4 or 71% Families- Score: 3.13/4 or 78% Personnel- Score: 3.09/4 or 77% Inglewood used the PBIS Climate Survey 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 3 of 4 rating. Which is an increase from the previous year. A PBIS support team continues to be deployed to support site teams with implementation of the systems. In addition training continues to be 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. Met The PBIS team has worked diligently to support all schools with the implementation of PBIS. Despite the challenges all schools have been trained at their prospective level of implementation. Seven schools applied for state recognition, an increase from four in the 2021-2022 school year: (Three Platinum Level winners, Two Gold Level winners l, one Silver Level Winner, and one Bronze level winner) 28JUN2023 2023 19646340101667 Wilder's Preparatory Academy Charter 6 DATA: Wilder’s Preparatory Academy Charter School support a positive academic culture and climate where students feel safe, supported, engaged, and accepted. Educational Research has consistently demonstrated that a positive school climate is associated with academic achievement and students’ feelings of connectedness. Both students and parents completed school climate surveys in which they answered questions regarding: safety, relationships, teaching and learning, and the school environment. One question asked students to use a linear scale with responses ranging from “1- Strongly Disagree” to “5-Strongly Agree” to respond to the following question: “I have a positive relationship with my teacher.” Eighty-four percent of the students who responded submitted scores of 3, 4 and 5. This data reveals the majority of the students surveyed believe they have a positive relationship with their teachers–speaking to their feeling of connectedness. Student comments included: “I have a good relationship with my teacher. I feel comfortable enough to share things with my teacher,” “I just want to say that my school is great and I love this school one of the best things that ever happened to me,” and “They have fun teaching and I have fun learning.” The students’ beliefs about Wilder’s positive school culture and climate are reflected in survey data collected from parents. Ninety percent of parents who completed the School Climate Survey for Parents revealed that they believe their child feels safe and connected to his/her school. Eighty-four percent of the parent survey revealed they believe their child's school treats all students with respect , and eighty percent of the parents surveyed believe their child's school is a safeplace. MEANING: While Wilder’s School Climate Surveys for Students and Parents revealed a positive school culture and climate, it also revealed the need for increased social Emotional support. Data from both students and parents identified social-emotional support as an area of growth. Seventy-three percent of parents who completed the School Climate Survey revealed they believed their child's school offers social-emotional support for their child. Individual parent survey responses revealed that focusing on social emotional support was needed to support students. USE: Low-income students, ELs, and foster youth are at greater risk of trauma, especially after the pandemic and have limited access to social-emotional and mental health services. Wilder’s supports a mental health team that consists of five Cal State Northridge Interns, two UCLA Interns, and one Social Work Intern Coordinator. This team provides counseling to both individual students and small groups as needed. Students are identified for this support through the Student Success Team (SST) process. Additionally, the team integrates Social Emotional Learning into targeted classrooms using FOCUS Resilience workshops and activities. Met 26JUN2023 2023 19646340116822 Wilder's Preparatory Academy Charter Middle 6 Not Met For Two or More Years 2023 19646340120303 ICEF Inglewood Elementary Charter Academy 6 ICEF Inglewood administered the Panorama Survey to its students in grades 3-5: Summary of results: 163 respondents • 93% Belonging: How much faculty and staff feel that they are valued members of the school community • 67% School Belonging: How much student feel they are valued members of the school community. • 61% School Climate: Perceptions of the overall social and learning climate of the school. • 83% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. • 51% School Safety: Perceptions of student physical and psychological safety at school. Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners. Met 15JUN2023 2023 19646340128991 Grace Hopper STEM Academy 6 "The survey of parents revealed: (1) Ninety-three percent (93%) of parents agreed that GHSA maintains a positive school climate as evidenced by students feeling physically and psychologically safe. (2) Eighty seven percent (87%) agreed that the school's facilities are kept in good repair (3) Ninety-Three percent (93%) agreed that students are connected and engaged as evidenced by attendance rates, school spirit, and participation in extracurricular activities. (4) One Hundred percent (100%) agreed that GHSA encourages parental involvement and participation. (5) One Hundred percent (100%) are satisfied with the course access and academic preparation provided by GHSA. These survey results mirror the increased level of participation since our return from the distance online learning following COVID. The Survey of Students revealed: (1) Seventy-two percent (72%) feel close to people at this school, 6% were neutral and 8% disagreed. (2) Sixty-five percent (65%) of students ""are happy to be at this school."" 28% were neutral and 7% disagreed. (3) Sixty-Three percent agreed that ""Teachers at this school treat students fairly"", 18% were neutral and 18% disagreed. (4) Sixty percent (60%) of students agreed ""I feel safe in this school, 28% were neutral and 12% disagreed. The large number of neutral respondents is concerning. We believe this is due to the idea that some students believe that their responses are not truly anonymous. This brings into question the matter of trust. We need to ensure that students can trust us to respect their privacy and truly value their feedback. The survey of GHSA STAFF revealed: Eighty percent to one hundred percent (80% to 100%) agreed (1) they feel important to the school (2) they get along well with other staff members (3) they are connected to other staff members (4) the school has high standards for achievement (5) All students are treated fairly by the adults (6) students are treated fairly regardless of race, ethnicity, or culture. (7) GHSA teachers work hard to make sure that students do well. (8) unsafe or dangerous behavior is immediately and appropriately addressed. (9) instructional materials are up to date and in good conditions. (10) the administration gives opportunities to contribute to the team." Met It is our current assessment that our improving school climate is directly related to the work of our Student Support Services Department. This department has developed a systematic process for collecting and reviewing incidents, attendance data, requests for counseling, communication to and from families, referrals by staff members, reviews of surveys, a suite of community resources along with coordination of special education services, etc. This department, therefore, allows us to have a more accurate assessments of students' needs and the extent to which activities and school structures support or hinder the achievement of our goals both academic and social. We are able to see the details and also a broader view that includes many other related elements. 24JUN2023 2023 19646341996529 City Honors International Preparatory High 6 City Honors 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. 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. 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. Met 28JUN2023 2023 19646341996586 Animo Inglewood Charter High 6 Post Distance Learning, the school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. Data will be analyzed each month in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. In 2021-22, the school celebrated a low suspension rate of 0.16%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school continues to monitor suspension rates over time to ensure the school reaches a low suspension rate. The school also utilizes survey results from both parents and students as a measure of success for this priority. Met 30JUN2023 2023 19646346014518 La Tijera K-8 Academy of Excellence Charter 6 Students, staff as well as families participated in a survey that recorded their feedback in the areas related to school climate. Key learnings include a general sense of high learning expectations by staff, a sense of belonging and support. Additionally, areas that generally ranked lower included parental involvement and support. Considering that the survey was taken by individuals representing multiple grade spans and different perspectives, the following trends were of note: As mentioned each group generally ranked the schools focus on academic success as strong. Of note as it pertains to communication, the data suggests that families general feel that it wanes as their students age. Also parent support lagged behind other categories across each group that was surveyed. Based on the data presented the school should continue to be intentional regarding sharing and implementing student as well as teacher practices that support learning at high levels for all students. Additionally, middle school staff will adopt and implement means to reach out to parents that take into account the number of students on their rosters. Uses of such technology as google classroom as well as sponsored parent nights geared specifically to the families of middle school age children. Additional areas of growth would be to use targeted strategies to adapt behaviors for students with biggest challenges. Met 28JUN2023 2023 19646420000000 Keppel Union Elementary 6 Over 836 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. 73% indicated they regularly look forward to attending school. They also held positive views on classwork and instruction/instructional materials with over 80% of them stating that classwork was interesting, challenging, and provided opportunities for them to share ideas about learned information. 76% felt the instruction they received was relevant to real world applications. 65% believe that their school promotes college and career readiness skills, a college going culture, and leadership opportunities. 86% 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. 65% 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. 78% indicated a strong understanding of rules, discipline policies, and consequences and feel those rules and consequences are enforced for all students. 81% 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 87% reporting that their school communicated with them and their parents effectively and also provided opportunities for parent participation in decision making. 69% 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. 87% 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 47%. When asked whether their teacher encourages students to make healthy choices and live a balanced life, 69% answered in the affirmative in addition they felt their school provided adequate wellness services. 69% expressed their belief that school encourages students to be responsible for their behavior and actions. Met The disaggregated results from the local climate survey conducted across all school sites in the KUSD provide valuable insights into various aspects of the school environment, including areas of strength, growth, challenges, and barriers: Strengths: 1. Positive Student Perception: The majority of students surveyed hold favorable views of their schools, feeling connected, safe, and engaged. This is reflected in the high percentages of students who look forward to attending school and find classwork and instruction interesting and relevant. 2. Support for Diverse Needs: A significant portion of students reported that their school provides support for English learners, tutoring, enrichment activities, and promotes respect for differences in gender, race, and culture. This indicates a strong commitment to inclusivity and support for a diverse student population. 3. Effective School-Parent Communication: The survey highlights effective school-parent communication and parent involvement, indicating that the school values and engages parents in decision-making processes. 4. Quality Teaching: Students overwhelmingly believe that their teachers are knowledgeable, prepared, and attentive to individual needs, which is essential for effective teaching and learning. Areas for Growth: 1. Cleanliness and Facilities and 2. Health and Wellness 20JUN2023 2023 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 15.7% Foster Youth 0.0% Homeless Youth 0.0% Student with a Disability 19.6% Title 1 0.0% None of the Above 64.7% Parent participants with the following student ethnicity: White 31.4% Hispanic/Latino 31.4% African American 1.3% Asian 5.9% Filipino 3.9% American Indian/Alaskan Native 0.6 Two or more races 17.6% Declined to State 9.8% Overall % Parent in agreement with: Improving the Academic Achievement of Students 92.8% Positive School Climate & Connectedness 97.3% Establishing Connections and Partnerships 96.6% College and Career Readiness and Technical Education 75.0% Overall Satisfaction and Input 98.00% ""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 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 % Students in agreement with: My teacher is available to speak with me when I need guidance and support 90.5% The curriculum provides challenging grade level instruction and assessment 90.5% The curriculum and instruction are engaging and I complete my work on time 95.2% I have access to 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 95.2% My teacher cares about my education and is committed to helping me succeed 95.2% 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 90.5% There is additional support for my academic or developmental needs 81.0% If I need social/emotional support or mental health support, I know I have someone at school that I can talk to 76.2% I am aware of the student mental health resources offered by the school 76.2% 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 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 supports through social media, educational partners' emails, and discussions at learning period meetings." Met Positive School Climate Student Survey results Student Participants: EL 9.5% Students with a Disability 19.0% Foster Youth 0.0% Homeless Youth 0.0% Title 1 0.0% None of the Above 71.4% Overall % in agreement with: School's High Expectations for Student Performance 92.9% School Safety 92.85% Respectful School Climate 92.5% Caring Adults at School that Support Students 95.2% Social and Emotional Learning 78.60% Growth Mindset 90.5% Meaning: Strength in overall student satisfaction with the positive school climate. Use: Focus on developing and improving student growth mindset. 22JUN2023 2023 19646590000000 La Canada Unified 6 During the 2022-23 school year, the following surveys were administered: -Annual Perception Survey through Panorama Education to students in grades 4th-12th, staff, and parents/caregivers; -The California Healthy Kids Survey (CHKS) to 6th, 7th, 9th, & 11th grade students The “2023 Annual Student Perception Survey” revealed that 98% of 4th-6th grade students felt it was “somewhat” to “extremely” important to do well in school while 95% of 7th-12th grade students felt the same. The survey also showed that 90% of students in grades 4th-6th and 77% of students at the 7th-12th level felt they belong “somewhat” to“completely” at their school. Additionally, 88% of 4th-6th and 73% of 7th-12th grade students felt “somewhat” to “extremely” interested in school. The 2023 CHKS survey results revealed students’ sense of connectedness to their school at 80% (6th grade), 71% (7th grade), 66% (9th grade), and 65% (11th grade). Social Emotional Learning (SEL) and increasing school connectedness will continue to be featured high priorities of the district. The Wellness Center, counselors, psychologists, and contracted services through SAGE will be among the tools used to support students. A new 7/8 Wellness center, modeled after the 9-12 Wellness Center, will open its doors to middle school students during the 2023-24 school year. In the area of school safety, the “2023 Annual Student Perception Survey” revealed that 90% of 4th-6th and 88% of 7th-12th grade students “agree” or “strongly agree” that their school takes effective actions to promote their safety and security. Of these students, 84% of 4th-6th graders and 66% of 7th-12th graders felt that online bullying is “slightly likely” to “not at all likely”. The results of the 2023 CHKS survey revealed students’ perceptions of schools being safe at 88% (6th grade), 72% (7th grade), 72% (9th grade), and 75% (11th grade). LCUSD has made efforts to improve the physical security on campuses with the installation of additional cameras at school sites, regular safety drill practices with students, “staff only” drills, bi-annual communication drill for families, and the installation and implementation of a new visitor management system at each school site. Coordination with local law enforcement continues in efforts to have clear communication and readiness for various types of emergencies. Students continue to receive Digital Citizenship lessons to ensure they have the tools to take care of themselves online or ask for help when needed. LCUSD continues to contract with WeTip to improve access to anonymous incident reporting. Safety continues to be an ongoing goal addressed in the 2023-24 LCAP. Met 27JUN2023 2023 19646670000000 Lancaster Elementary 6 In the 2022-23 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 10,058 surveys across all educational partner groups over the 2022-23 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 (86% positive rating from 87% for elementary schools, and 40% positive from 47% the previous year for middle schools). Regarding the Relationship measure, we declined 1% for elementary schools from the previous year (51% to 50%) and 8% for middle schools from the previous year (59% to 51%). Belonging declined 16% from 65% for elementary to 49%, and down 6% for middle schools from 41% to 35%. Lancaster experienced an increase with regards to families on our climate survey in the following areas: Engagement (Elementary 54% to 58%; Middle 43% to 44%), and Communication and Feedback (Elementary 77% to 76%; Middle 68% to 63%). Lancaster teachers also showed a decline of 7% in Relationships at the Middle School level, and in Engagement for Elementary schools by 7% and 1% for Middle Schools. 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 extracurricular activities. Met 20JUN2023 2023 19646670123174 Life Source International Charter 6 One of the surveys that Life Source International Charter School administered to families, students and staff was an LCAP survey. This survey included questions about the school's climate and culture as well as the academic needs of the students. The survey results indicated that most parents and students believed that the school successfully supports student learning and prepares them for the next grade level. The survey also indicated students and families believed that the school provided a safe and welcoming environment for them. One of the items on the survey that the school responded to was that students and families were not satisfied with the meals being served in the cafeteria. One of the ways that the school implemented a response for continuous improvement was to survey the students about the items on the cafeteria menu that they liked or disliked. As a result, the menu was adjusted to include more of the meals that they enjoyed. Since then the students have reported that the meals in the cafeteria have improved. The school will continue to periodically ask students for feedback regarding meals, and other areas of concern to ensure that the school climate continues to improve. Met 08JUN2023 2023 19646670125559 iLEAD Lancaster Charter 6 iLEAD Lancaster believes that academic and social-emotional skills are critical to school, career, and life success. We use a Panorama Student Survey to help measure and support our learners' perceptions of school climate, school safety, engagement, belonging, and facilitator-learner relationships. In Spring 2023, learners in grades 3rd-8th took the nationally-normed survey and met or exceeded the norm in three out of five categories in grades 3-5. An analysis of the survey data reveals that it is evident that our learners have strong relationships with their teachers, feel welcome within our school community, and that our school is providing safe and healthy spaces for students to grow in academics and social-emotional learning. In areas that saw room for growth, continued and added actions will be developed within our Local Control Accountability Plan (LCAP) to ensure our school is placing an emphasis to improve in the following areas: School Climate, School Safety, and School Engagement. School Belonging How much learners felt that they are valued members of the school community. 54% Favorable Responses Overall in Grades 3-5 29% Favorable Responses Overall in Grades 6-8 74% of learners in 3rd-5th felt that they received support from the adults at their school. 31% of 6th-8th felt that they matter to others. School Climate Student perceptions of the overall social and learning climate of the school. 51% Favorable Responses Overall in Grades 3-5 37% Favorable Responses Overall in Grades 6-8 42% of the 3rd-5th felt that school rules are fair, while 77% believe that their facilitators are excited to be teaching their class. About half of 6th-8th report that the physical learning environment at their school was pleasant and that the rules at the school were fair. School Engagement How attentive and invested learners are in school. 45% Favorable Responses Overall in Grades 3-5 24% Favorable Responses Overall in Grades 6-8 62% of learners in 3-5 are focused on the activities in their classrooms and 51% expressed high interest in their classes. In 6th-8th grades, 17% of the learners felt excited about going to their classes. School Safety Perceptions of learner physical and psychological safety at school. 41% Favorable Responses Overall in Grades 3-5 41% Favorable Responses Overall in Grades 6-8 64% of 3rd-5th learners report that it is unlikely that someone would bully them online. 54% worry about violence at school. 50% of 6th-8th report that it would be easy to get help from an adult if they were bullied at school. School Teacher-Student Relationships How strong the social connection is between facilitators and learners within and beyond the school. 69% Favorable Responses Overall in Grades 3-5 42% Favorable Responses Overall in Grades 6-8 70% of the learners in 3rd-8th believe that their facilitators are respectful towards the learners. 72% of those learners would be excited to have their same teachers again. Met 29JUN2023 2023 19646830000000 Las Virgenes Unified 6 LVUSD utilizes a student climate survey through the CORE Collaborative and the Healthy Kids Survey through WestEd. This quarterly data shows district, school, and individual student metrics relating to social-emotional inclusion and health. The data is reviewed quarterly by teachers, counselors, and administration to support our student interventions. Met 27JUN2023 2023 19646910000000 Lawndale Elementary 6 DATA: The Lawndale Elementary School District (LESD) will continue using the California Healthy Kids Survey (CHKS) to gather student data that validly measures student perceptions of school safety and connectedness. At the end of 2022-2023, LESD will conduct the CHKS survey for students in grades 5th and 7th. This data will now be able to be compared to 2021-2022. MEANING: In April of 2023, the LCAP committee reviewed the data from 2021-2022 and provided input on targeted questions to determine the areas of strength or growth based on CHKS survey results. The committee reviewed the CHKS survey and identified key questions that would guide the school and student improvement regarding school climate. Below is the feedback provided: Strengths: -Two years of data to compare post-pandemic after the end of the 2022-2023 academic school year -Less students say that adults make an effort to get to know them, concluding staff makes an effort -Students feel like they are acknowledged for their hard work, and there are higher percentages of high expectations in students wanting to do their best Challenges: -Currently, the data is gathered only from 5th and 7th-grade students -Class rating in middle school may be challenging to collect data from as there are multiple class periods Barriers: -Data from 2021-22 had school settings with restrictions to COVID guidelines USE: Positive Behavioral Intervention and Supports (PBIS) site teams have been created for 2022-2023. Teams are focused on the CHKS results around school climate. They will review data and create actionable items based on this data and the parent California School Parent Survey (CSPS) for 2023-2024. Met 22JUN2023 2023 19646911996438 Environmental Charter High - Lawndale 6 Our student responses on annual climate surveys indicate that school connectedness, which was elevated during and shortly after the pandemic, has begun to decline.. 57% reported a high level of connectedness this year, whereas 66% of students had a high level of connectedness in Spring of 2022. 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 2022 to 2023 - 74% of students responded “very safe” or “safe” in 2023 compared to 71% of students in 2022. In 2020, only 69% of students responded they felt “very safe” or “safe”. We are seeing this increase across all of our major subgroups, including African Americans, SWEs, and ELs. This increase is largely due to our administration… … monitoring discipline log entries for responsive intervention prior to escalation to referrals. … providing training for counselors and admin in restorative practices … monitoring classroom conditions of learning to ensure equitable student treatment through admin walkthroughs aligned to our best practices rubric. Met 22JUN2023 2023 19647090000000 Lennox 6 The Lennox School District is committed to creating a secure and nurturing learning environment for every student, recognizing the substantial number of economically disadvantaged students within its community. To address the unique needs of these students, the district has implemented a range of social and emotional programs and support services, including full-time counselors available at all schools, mentoring programs, before and after-school programs, restorative justice methods for addressing student conflicts and discipline, and tailored academic interventions. These initiatives are designed to promote the well-being and academic success of all students. The Lennox School District conducts an annual school climate survey for students in the 5th through 8th grades. The survey administered in the spring of 2023 yielded the following results: 75% of students reported that they feel that their school is safe. 74% of students look forward to coming to school on most days. 75% of students reported they regularly receive encouragement from teachers or school staff. 80% of students reported that if they have a problem, they have someone at school they can talk to. 86% of students reported that they feel teachers make time to discuss grades and academic concerns. 90% of students reported that they feel teachers help to make the learning understandable by using different ways of presenting information. While the past year marked the second year of students returning to in-person learning following the pandemic, the Lennox School District remains committed to addressing the unique challenges caused by the pandemic. In response, the district has placed a strong focus on enhancing mental health and social-emotional support systems, as well as bolstering safety and health provisions. Our dedicated Social Emotional Wellness Coordinator collaborates closely with school site counselors, social work interns, and classroom teachers to cultivate Trauma-Responsive mindsets, implement Restorative Practices, and offer comprehensive wrap-around services. Furthermore, the district continues to advance the implementation of a Multi-Tiered System of Supports (MTSS), seamlessly integrating academic, behavioral, and social-emotional learning into a cohesive system of assistance. This MTSS framework ensures that all student needs are effectively addressed. The Lennox School District remains steadfast in its commitment to prioritize the safety and well-being of all students. To this end, the district has introduced various programs and initiatives aimed at enhancing overall school safety and fostering a positive school climate. For the 2023-24 school year, we have expanded the Leader in Me Program and continued providing professional development opportunities for our teachers to incorporate it into their classrooms, thereby supporting Social and Emotional Learning (SEL) across all grade levels. Met 13JUN2023 2023 19647090100602 Lennox Mathematics, Science and Technology Academy 6 "Lennox Academy continuously strives to promote a positive, supportive and engaging environment, conducive to learning by upholding its school motto/pillars of Familia, Ganas y Orgullo – Family, Desire and Pride. Overall, 95% of students reported to feel a positive connection to the school, as indicated by having a positive peer/adult relationship on campus, feeling happy at school, and/or a sense of belonging. Additionally, 96% of students reported to feel safe at Lennox Academy. 95% 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. During the 2022-23 academic school year, Lennox Academy's average daily attendance (ADA) was consistently above 96%. The percentage of students (2.6%) 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 and self-esteem. 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 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. 25MAY2023 2023 19647090107508 Century Community Charter 6 Student survey results from Spring 2023 indicate that 83% of Century Community Charter School students feel safe, respected and a sense of belonging. Century Community Charter School is going to implement a plan to support students who are struggling with SEL and behavioral development. Met 17MAY2023 2023 19647091996313 Animo Leadership High 6 Post Distance Learning, the school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. Data will be analyzed each month in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. In 2021-22, the school celebrated a low suspension rate of 0.15%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school continues to monitor suspension rates over time to ensure the school reaches a low suspension rate. The school also utilizes survey results from both parents and students as a measure of success for this priority. Met 30JUN2023 2023 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. Students were asked the following questions regarding student safety: Do you feel safe at school? Do you feel safe on your way home from school? Percentage of students that feel safe: 5th Grade - 91% and 7th Grade - 86% Students were asked the following questions regarding school connectedness: 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? Percentage of students that feel connected: 5th Grade - 88% and 7th Grade - 84% The district has recognized that overall, there is a high percentage of students (91% of fifth grade students, 86% 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 (88% of fifth grade students, 84% 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. Met 27JUN2023 2023 19647250000000 Long Beach Unified 6 LBUSD’s CORE survey data, which is administrated annually, shows a slight drop from previous years. Student Relationship skills: Base (2020-21) 73% Favorable, 2021-22: 77%; 2022-23: 75%. Climate for Academic Learning: Base 81% Favorable, 2021-22: 78%; 2022-23: 74%. Belonging: Base 65% Favorable, 2021-22: 63%; 2022-23: 57%. Safety: Base 76% Favorable, 2021-22: 76%; 2022-23: 62% As a result of the needs of students coming from the pandemic years, there was a need to assess student social-emotional well-being more than the one time CORE survey, which has been used for a decade. LBUSD began to deploy a student pulse survey three times a year as a check-in about the culture and climate at their school. The survey takes about 10-minutes and contains questions about identity (strong sense of self), belonging (acceptance and value), and agency (engagement & empowerment), as well as inquiring if the student may need more immediate assistance. For students who need this assistance, the counselor at each school followed up with students individually to determine the needed support. Here are some data points for the Pulse Survey (2022-23 SY) -Elementary School results (over 8500 responses): Agency- 79% Favorable Responses. No change since Fall administration Belonging- 77% Favorable Responses. +1 Identity- 80% Favorable Responses. No change -Secondary School results (over 24,000 responses): Agency- 82% Favorable Responses. No change since Fall administration Belonging- 73% Favorable Responses. No change Identity- 82% Favorable Responses. No change As a result of the data, schools used the results to identify areas of strength and areas for improvement in order to meet the social-emotional needs of the students. Modeling a strategy for schools to engage, the Superintendent visited all high schools to engage a focus group of students to analyze their pulse survey data and make recommendations that were shared with each school’s administrative team. Many schools reported creating more space for authentic discussions about how to improve the student experience. One high school reported that their student focus group presented to the staff about their experience and conveyed needs. We anticipate continuing the pulse and CORE surveys, as well as advocate for more student-adult conversations. In addition, LBUSD has adopted Vision 2035, which presents aspirational portraits for graduates, staff and the system as a whole. The “traits” described in Vision 2035 will be the focus on how to achieve these aspirational goals—for each student and employee. Met 28JUN2023 2023 19647250127506 Intellectual Virtues Academy of Long Beach 6 IVA conducts an annual family survey and student survey. These surveys collect data on the school climate and present a valid measure of student perceptions of school safety and connectedness. In the 2022-2023 surveys, 92% of parents agreed that their students are safe on school grounds and 93% agreed that IVA teachers work to maintain a positive class culture. For students, 90% agreed that teachers work to maintain a positive class culture and 93% agreed that staff members on campus treat them with respect. For both parents and students there were lower rates of agreement with the statement “Rules in this school are made clear”. In light of this response, IVA staff have already begun implementing clearer rules, boundaries, and consequences for all students. Met 07JUN2023 2023 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 - 11% African American - 8% Pacific Islander - 3% Latino - 78% Gender/Age Mix Female - 76% Male - 24% Ages range from 14 - 22 English Proficiency English Language Learners - 17% Special Populations: Special Needs Students: 7% English Language Learners: 17% Homeless: 4% Foster: 1% Findings: A strong majority of students enjoy school more since attending CPEC (94%). 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 (96%). A strong majority of students agree that school staff show respect and a caring attitude toward students (96%). A strong majority of students agree that staff are always willing and available to provide school, career, and personal problem support (96%). A strong majority of students agree that the school is a safe place to learn (100%). A strong majority of students have a positive attitude toward independent study (94%). A strong majority of students are kept aware of their progress in all subject areas (98%). A majority of students attend CPEC to make up high school credits (60%). 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, positive behaviors and strengthen the facilitation of key touch points that include student performance information meetings, student success team meetings and parent/student conferences. Not Met 03JUL2023 2023 19647330000000 Los Angeles Unified 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from last school year. • LAUSD schools were perceived to be safe places by at least 68% of students, which is a decrease of 5% from last school year. • When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. Met 13JUN2023 2023 19647330100289 N.E.W. Academy of Science and Arts 6 Our students responded positively to survey measures related to school connectedness. 94.4% of students responded that students can be involved in many groups and activities, 96% of students believe that teachers let them know when they are doing a good job, and 85% state that they have a good relationship with their teacher. N.E.W. Academy of Science and Arts plans to engage the Student Council in discussions related to school climate and school safety. Met 21JUN2023 2023 19647330100669 Stella Middle Charter Academy 6 DATA The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2023 administration of the Panorama Survey: ? Cultural Awareness and Action 62% ? School Safety 59% ? Teacher-Student Relationships 53% ? School Climate 37% ? Sense of Belonging 35% MEANING The school has identified the following as areas of strength: Cultural Awareness and Action, Teacher-Student Relationships and School Safety. Students have shared positive aspects of school climate include: incentives and rewards, Life Experience Lessons, clubs and athletic teams, and the support of school counselors. The school has identified the following as areas of growth: School Climate and Sense of Belonging. Students have shared areas of growth for school climate include: revising policies around bathroom passes, phone use, and uniforms, as well as increasing the amount of oversight by staff on student conflicts. 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 27JUN2023 2023 19647330100677 High Tech LA 6 CA Healthy Kids Survey was sent in June of 2023. At the time of writing the Local Indicators report, the results are not available. Findings reported: PARTICIPATION RATE: TBD in Fall 2023 SURVEY FINDINGS: When surveys are collected and completed, data will be shared with stakeholders and analyzed. 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 ensure accurate survey reporting and adhering to the CDE requirements outlined in the LCAP and Priority 6 School Climate. Met MET 20JUN2023 2023 19647330100743 Accelerated Charter Elementary 6 Accelerated Charter Elementary School consulted with its required educational partners and the following is feedback that was collected: - Principals/Administrators and Leadership Team feedback included the need to continue many of the academic interventions and supports that were implemented in the 2022-23 school year as part of the schoolwide MTSS initiative. These include Intervention teachers (reading and math), Academic tutors and Hey Tutors (contracted) during the instructional day); and professional development for educators led by Gomez & Gomez (Dual immersion). - Teacher’s feedback focused on the need to increase opportunities for parent involvement and volunteer opportunities; and provide parent education workshops on Math, Science, and Literacy to partner with parents in their child’s education. - Other School Personnel (Classified staff) feedback focused on their desire to receive instructional coaching/training on effective strategies for small reading groups. - Student feedback included they would like enrichment classes to continue (Dance, PS Science); playground equipment and field trips. - Parents: - Parent Advisory Committee (PAC) which includes parents of Unduplicated Pupils, and parents of Students with Disabilities would like the school to continue with the learning rich opportunities through the expanded learning opportunities program, additional tutoring opportunities, and to campus security (school safety) - ELAC/DELAC/EL-PAC: would like the school to provide parent workshops on how to support their child to reclassify; additional parent workshops on strategies to support their child academically at home (across various disciplines); and requested that uniforms include a sweater and/or jacket for students (tied to safety), rather than students wearing their own sweater/jacket. Met 22JUN2023 2023 19647330100750 Wallis Annenberg High 6 Wallis Annenberg High School consulted with its required educational partners. - Teacher’s feedback - Increase academic tutor support in all classes. Shorten the length of the mentoring period. Increase teacher planning time. Discussed at monthly site PDs and evident on the most recent LCAP survey. Also, teachers with 5+ years in the organization indicated turnover was impacting morale. The most frequent reason given for staff turnover during HR exit interviews after commute, was some teachers not feeling supported by site level administration which they attributed in-part to constant changes in leadership. - Other School Personnel requested additional professional development opportunities. - Students noticed and commented on the turnover of teachers and leaders and requested more consistency with the adults in their lives. Students would like more sports, clubs, and field trip programs. - Parents representing students with Disabilities: requested an increase school-home communication and more support for the students during class time. - Parent Advisory Committee (PAC) which includes parents of Unduplicated Pupils: were concerned that the constant turnover in principals. Parents would like to see stability in that role. Many factors contributed to this turnover, in example most recently the principal for 2022-2023 left educational leadership for health reasons. One solution to this problem was considering a co-principal model for the 2023-2024 school year building on the collective strengths of the two very experienced assistant principals who worked together this past year to support the site in the principal’s absence. One February 2023 survey found that more than 50% of high school principals were considering a career change. The same survey found that 80% of superintendents and charter CEOs worried about high school principal burnout. We feel that the collective capacity of a shared leadership model, with continued support and mentoring of the Director of Curriculum, Instruction and Assessment, may be the best way to break the cycle of continuous leadership change and challenges in an era where the job is seeing record turnover. - ELAC/DELAC/EL-PAC: would like an increase in parent involvement and participation in their child’s educational program. In one example, all ELAC meetings for the current school year had single-digit parent participation. At the May meeting, there were six households represented by parents/guardians. The WAHS ELD Coach has found that when students and their families understand the re-classification efforts and the importance of doing so, they are far more likely to persevere on assessments, succeed in class and ultimately reclassify. This is why he has put such a heavy focus on parent involvement efforts this past year. - SELPA: agreed with the school’s LCAP Goal 1, Action 5 – Services to Support Students with Disabilities (SWD). They commented that the action was well thought out and comprehensive. Met 22JUN2023 2023 19647330100800 Central City Value 6 In the spring of 2023, Value Schools administered a survey to all stakeholders: Parents, Students and Staff. For the student survey, 453 students responded to the survey which is about 63% of the student body. From questions 84, 123, 124, 125, and 126 for students: 45% of the students who responded that they feel they belong to the school 53% of the students who responded feel safe at the school 56% of the students feel the rules a the school are fair for all students 67% of the students feel the staff makes it clear that bullying is not tolerated 68% of the students are aware of counseling services at the school In the survey on question 14, 84% of the parents expressed their child feels safe at school. While we value that 84% of the parents feel their children are safe at school, we would like a higher percentage of students (53%) to feel they belong and feel safe (53%) at our school. Our hope is that now that safety restrictions for COVID 19 have been 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 and our Nutrition Program Director so we hope these options increase the rating of the food. Met 09JUN2023 2023 19647330100867 KIPP Los Angeles College Preparatory 6 Each fall and spring, KIPP SoCal administers a survey to students 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 and well-being of our school climate. Specific results from the Fall 2022-2023 survey on school safety and connectedness are included below: % of students reporting I am happy to be at this school: All students - 81% These survey results provided a general overview of student experiences at KIPP SoCal for the 2022-23 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. In addition, as part of our efforts to improve on family engagement and events, we will continue to provide more avenues for students to engage with their peers and team members outside of instructional class time. 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 (89%) and have at least one friend at school they can trust (98%). Our staff plans to leverage these relationships to improve students' overall experiences to increase their happiness at our school. KIPP SoCal will prioritize creating joyful learning and engaging experiences for students during the upcoming school year by providing more engagement events, celebrations, and opportunities for families to provide input. Met 15JUN2023 2023 19647330101196 ICEF View Park Preparatory High 6 ICEF View Park Preparatory High School administered the Panorama Student Survey: Summary of results: 143 Respondents ? 76% Belonging: How much faculty and staff feel that they are valued members of the school community ? 34% School Belonging: How much student feel they are valued members of the school community. ? 40% School Climate: Perceptions of the overall social and learning climate of the school. ? 56% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. ? 33% School Safety: Perceptions of student physical and psychological safety at school. Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners. Met 15JUN2023 2023 19647330101444 KIPP Academy of Opportunity 6 Each fall and spring, KIPP SoCal administers a survey to students 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 and well-being of our school climate. Specific results from the Fall 2022-2023 survey on school safety and connectedness are included below: % of students reporting I am happy to be at this school: All students - 56% These survey results provided a general overview of student experiences at KIPP SoCal for the 2022-23 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. In addition, as part of our efforts to improve on family engagement and events, we will continue to provide more avenues for students to engage with their peers and team members outside of instructional class time. 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 (89%) and have at least one friend at school they can trust (98%). Our staff plans to leverage these relationships to improve students' overall experiences to increase their happiness at our school. KIPP SoCal will prioritize creating joyful learning and engaging experiences for students during the upcoming school year by providing more engagement events, celebrations, and opportunities for families to provide input. Met 15JUN2023 2023 19647330101659 CATCH Prep Charter High, Inc. 6 In the spirit of our school’s mission and vision, CATCH continues to operate 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. We also utilize survey mechanisms to collect and respond to feedback regarding the culture, environment, and overall safety of our school. CATCH Prep’s School Culture Survey is still used to assess school culture and measure progress on school-wide initiatives. CATCH uses the data of these survey results to directly inform school practices and identify professional development needs and supports for teachers and students. CATCH’s School Family Culture index represents questions that make up the CATCH Prep school culture experience. The Student Culture Survey was administered throughout the 2022-23 school year to meet the needs of students. Questions tied to emotional safety and well-being. Survey results showed that 86% of students were connected to CATCH Prep through the rigorous academic classes, after school conservatories, and/or athletic participation. 90% of our students reported feeling “very safe” or “safe” and 14% stating they neither felt safe or unsafe. CATCH PRep has taken numerous measures to create a safe and conducive learning environment, including employing a full-time security guard, dedicating a full-time counselor to provide social and emotional support and having a Director of Safety and Student services to oversee school-wide safety procedures and policies. In March of 2023, a survey was sent home to all stakeholders and staff members. 80% of families and 85% of staff felt that CATCH maintained a positive and safe school climate as evidenced by students feeling physically and emotionally safe on campus. Additionally, CATCH Prep continues to implement restorative practices training for all staff and Social Emotional Learning inside of the classrooms. We are continuously looking for ways to improve both student and safety outcomes. Met "A foundational component of CATCH Prep's academic success is our nurturing and restorative school environment. We're proud to maintain a near-zero suspension rate, reflecting our unwavering commitment to prioritizing student well-being and providing a safe, inclusive learning environment. In the 2022-2023 academic year, CATCH Prep continued its remarkable record with a suspension rate of only 0.5%. This is significantly lower compared to neighboring high schools as indicated in the table below: This reduction in suspension rate, we believe, is attributable to the efficacy of our ""Pathways to Resolution"" program, a unique initiative designed to encourage restorative justice principles and practices among our students and staff. Our Pathways to Resolution program fosters a school climate centered around mutual respect, empathy, and shared responsibility. This restorative justice program empowers students with conflict resolution skills, leadership abilities, and socio-emotional coping mechanisms. Over the past academic year: The implementation of restorative justice has drastically reduced disciplinary incidents and nurtured a supportive community. The program's success is evidenced by our low suspension rate, increased student participation, and improved teacher-student relationships." 26JUN2023 2023 19647330101675 Oscar De La Hoya Animo Charter High 6 Post Distance Learning, the school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. Data will be analyzed each month in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. In 2021-22, the school celebrated a low suspension rate of 0.15%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school continues to monitor suspension rates over time to ensure the school reaches a low suspension rate. The school also utilizes survey results from both parents and students as a measure of success for this priority. Met 30JUN2023 2023 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 20JUN2023 2023 19647330102335 Ocean Charter 6 Overall, students feel safe and seen at OCS. Students appreciate the affinity clubs that are offered as a way of bringing students who identify with each other together to learn, support, and share their experiences with each other. Middle school students appreciate leadership opportunities for school events and also feel more connected to the school community through sports and buddy class programs. Greater connectedness is felt when students participate in school activities; therefore, OCS is committed to maintaining these offerings. Students note that the small class sizes and long-term relationships with peers (staying in the same class) and with teachers (teacher looping) help them feel seen, heard and connected. Met 27JUN2023 2023 19647330102426 PUC Milagro Charter 6 DATA: 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. 96% Care My teacher in this class makes me feel that she really cares about me. 87% Care I like the way my teacher treats me when I need help. 87% Confer My teacher wants me to share my thinking and ideas. 69% Confer My teacher wants me to explain my answers - why I think what I think. 81% 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. 92% Safety I feel safe in this classroom. 88% Safety I know my teacher will help me if I feel that people are being unkind. 87% MEANING: PUC Milagro received an overall score of 3.77 of 4 and an Average % Favorable of 82%. During the 2022-2023 SY, PUC Milagro continued to focus on student engagement. 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. USE: The social-emotional well-being of all students is also another focus during the 2022-2023 SY and moving into the 2023-2024 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 08JUN2023 2023 19647330102434 Animo South Los Angeles Charter 6 Post Distance Learning, the school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. Data will be analyzed each month in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. In 2021-22, the school celebrated a low suspension rate of 0.3%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school continues to monitor suspension rates over time to ensure the school reaches a low suspension rate. The school also utilizes survey results from both parents and students as a measure of success for this priority. Met 30JUN2023 2023 19647330102442 PUC Lakeview Charter Academy 6 DATA: 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 72% Care My teacher in this class makes me feel that she really cares about me 77% Care My teacher really tries to understand how students feel about things 74% Confer My teacher respects my ideas and suggestions 79% 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. 68% 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% MEANING: PUC LCA received an overall score of 4.22 of 5 and an Average % Favorable of 79%. During the 2022-2023 SY, PUC LCA continued to focus on student engagement. 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. USE: The social-emotional well-being of all students is also another focus during the 2022-2023 SY and moving into the 2023-2024 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 08JUN2023 2023 19647330102483 N.E.W. Academy Canoga Park 6 In our student survey, 100% of students responded positively regarding school connectedness and 90% of students responded positively regarding school safety. We are committed to prioritizing a positive school climate for our students. In response to these results, we will keep a full time counselor on staff to address the social emotional needs of our students. We will encourage our teachers to maintain morning meetings where they utilize PBIS and Restorative practices to create a positive classroom environment. Met 21JUN2023 2023 19647330102491 Dr. Theodore T. Alexander Jr. Science Center 6 Our school experience survey school climate indicators in most areas are well above the LEA averages. Implementation of a school wellness team (PSW, PSA, Health Clerk, Full time Nurse) has led to immediate wraparound services for all families. Staff and parents are well informed of services provided by our teams and community resources are also provided. A focus on providing funding for mental health services is a number one priority for all of our stakeholders especially after post pandemic. Not Met For Two or More Years State funding to LEA's will be critical in the continued success of all our climate initiatives in keeping a clean and safe school by funding continued funded personnel. 21SEP2023 2023 19647330102541 New Designs Charter 6 1. DATA: New Designs Charter School administered a local student survey to measure student perceptions of school safety and connectedness. The survey was administered between February 20 and March 20 of the 2022-23 school year and received a 95% response rate. Key findings from the survey show that 82% of the students felt the school was an inviting and supportive place for them to learn. They felt that the adults in the school paid attention to them, that their teachers went out of their way to help students and had confidence in them to challenge them to do their best. Students felt the school provided them with opportunities to use technology in all areas of learning as well as providing them with brighter prospects that ensured their success in life. The survey, however, also alerted the school to the need for enhanced school safety and improved school security officer training considering nationwide school safety concerns. The survey indicated students wanted to see greater beautification and cleanliness of the school as well as increased sporting and other extracurricular activities for both boys and girls. Although 80% of the students felt that the school was welcoming to their parents and even provided them with several avenues for participating, they thought more could be done through more parent-oriented activities and encouragement of raised levels of participation by parents. 2. MEANING: The school survey shows a great connection between students’ feelings of success and the level of support given by teachers and adults in the school. The survey however, also shows the school needs to improve students’ perceptions of and levels of comfort with security in the school. When students feel safe, they learn better. The survey also shows the school needs to grow or improve availability of sporting and extracurricular activities for the students. 3. USE: Results indicated a need to understand and mitigate students’ unease with safety in the school. A low percentage of students expressed confidence in the school’s security officers. Other data has also shown that students are dealing with elevated social-emotional concerns. The school is instituting or encouraging activities that promote connectedness and well-being on a wider basis that includes utilization of resources in the community. Met 06JUN2023 2023 19647330106351 Ivy Academia 6 We have examined our results of the Healthy Kids Survey in detail. Our areas of strength are that the majority of students felt that adults at school have high expectations for them, and that they have caring adults at school. All but 5% of the students said they had not been in a fight or seen a weapon on campus. Areas needed to improve include attendance, a focus on schoolwork, and better student engagement by teachers. Plans to improve these results include Professional Development in all of these areas, a schoolwide attendance incentive program, and administration regularly monitoring lessons and learning activities for improved student engagement. Met 30JUN2023 2023 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 2023. The survey data showed the highest scores for “high expectations of adults in school,” followed by “academic motivation.” In response to relatively lower levels of students reporting a sense of “meaningful participation in school,” SCA is continuing to work with UnboundEd and implement their GLEAM framework to ensure that learning experiences are at grade-level, engaging, affirming, and meaningful for students. This will include continuing to send new instructional staff to UnboundEd’s Standards Institute, as well as partner with UnboundEd to conduct GLEAM Inventory Learning Walks in the coming school year. SCA will also continue to provide ways for students to participate in enrichment activities through its expanded learning program. Met 13JUN2023 2023 19647330106831 Animo Venice Charter High 6 Post Distance Learning, the school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. Data will be analyzed each month in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. In 2021-22, the school celebrated a low suspension rate of 0.67%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school continues to monitor suspension rates over time to ensure the school reaches a low suspension rate. The school also utilizes survey results from both parents and students as a measure of success for this priority. Met 30JUN2023 2023 19647330106849 Animo Pat Brown 6 Post Distance Learning, the school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. Data will be analyzed each month in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. In 2021-22, the school celebrated a low suspension rate of 0.6%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school continues to monitor suspension rates over time to ensure the school reaches a low suspension rate. The school also utilizes survey results from both parents and students as a measure of success for this priority. Met 30JUN2023 2023 19647330106864 Alliance Gertz-Ressler Richard Merkin 6-12 Complex 6 Every year, all our students receive a student survey that allows them to express their satisfaction with the school as well as their Social-Emotional health and perspectives on the supports of that kind they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. In response to a variety of questions that addressed student feelings regarding supportive relationships at our school, 82.5% of students gave overall positive responses. When also considering that 79.5% of our students responded with overall positive satisfaction regarding our school in general, we see many reasons to be positive about the impact our school is having on our students holistically as they work towards academic success in a physically and emotionally safe place. Met 07JUN2023 2023 19647330106872 Bert Corona Charter 6 "Areas of Demonstrated Strength and/or Progress: •The schoolwide Dashboard Suspension Rate Indicator was ""Medium"". Bert Corona Middle School’s percentage of students suspended at least once was 2.8% Areas Noted for Further Growth and/or Improvement: •The school redesignation rate of English Learners is an area of growth. •The schoolwide Dashboard ELA Indicator was ""Very Low"" •The schoolwide Dashboard Math Indicator was ""Very Low"" •The schoolwide Dashboard Chronic Absenteeism Indicator was ""Very High"" 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 learning acceleration 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 26JUN2023 2023 19647330107755 Port of Los Angeles High 6 "Student Climate Survey Number of Students who completed the survey: 846 At the beginning of the 2nd semester, a student survey was conducted during each student's English class. It was not mandatory to complete, but highly encouraged. Survey Question related to: Monitor suspension and expulsion data. Ensure students are heard through surveys, student groups and committees. Data: 61.1% of students reported POLAHS is meeting the goal of ensuring an appropriate school climate. 23.9% of students indicated ""unsure"" 13.6% of students indicated ""no"" Student Comments Related to Priority 6: -Complaints about student uniform policy -Complaints about student cell phone and air pod policy Meaning: The majority of students feel that safety and discipline on campus is effective and fair. Although there were some students who commented on campus policies related to school climate, for the most part, students respect the uniform and cell phone polices in place. POLAHS does not feel there are any barriers related to school climate at this time. Campus School Climate is a priority at POLAHS, as we know this directly correlates to safety and student engagement. POLAHS suspension and expulsion rates are generally lower that the state average. POLAHS has sought to review policies on campus, such as the uniform policy, in light of student concerns with strictness and fairness of the policy. POLAHS conducted an optional faculty meeting for uniform policies in the spring. In addition, POLAHS conducted a self-reflection on suspension and expulsion policies on campus and has revised, as needed, for the 2023-24 school year. POLAHS has implemented more restorative justice practices that have resulted in a positive environment that ensures students can engage with each other safely and remain in class as much as possible." Met 14JUN2023 2023 19647330108878 CHAMPS - Charter HS of Arts-Multimedia & Performing 6 Through schoolwide, parent/guardian, and student surveys, feedback from School Site Council and board meetings, families feel very informed and connect to the school. Surveys enhance opportunities for parents/guardians, students and community to engage and participate in school and community events. The data is shared with school groups: Board of Directors, School Site Council (SSC), English Learners Advisory Committee (ELAC), and Parent, Teacher, Student Association (PTSA) for review and feedback. This has allowed CHAMPS to continue to increase our capacity to meet the needs of our community by enhancing communication and accessibility to our Spanish speaking families. It has also allowed us to create more opportunities for parent/family involvement by chaperoning field trips, helping to supervise school events, and serving as support staff during school and Academy events. In addition, it has also allowed us to connect our families with community partners. Feedback from educational partners included the ongoing need for direct student supports and flexible learning opportunities. To this end, we have hired additional counselors, both academic and social-emotional, and created an alternating block schedule with daily tutoring by resource teachers. Met This is based on the input from schoolwide, parent/guardian, and student surveys that are distributed throughout the school year. The data from different stakeholders, has allowed us to review, monitor, and enhance programs deemed vital to schooling while repurposing resources to invest in the new programs and services. 20JUN2023 2023 19647330108886 Gabriella Charter 6 GCS is strongest in providing opportunities for stakeholders to work together to plan, design, implement, and evaluate family engagement activities at school. The GCS School Site Council reviews and approves the Parent Involvement Policy on a yearly basis, and this includes opportunities for stakeholders to engage at the school. Additionally, the GCS ELAC reviews English learner programming and other relevant student and school data to recommend student supports at the school. We will focus on providing families with information and resources to support student learning and development in the home to improve input for decision-making. GCS 1 has a shared parent coordinator for 23-24 who will continue to improve this area of focus. Met 26JUN2023 2023 19647330108894 Alliance Judy Ivie Burton Technology Academy High 6 Every year, all our students receive a student survey that allows them to express their satisfaction with the school as well as their Social-Emotional health and perspectives on the supports of that kind they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. In response to a variety of questions that addressed student feelings regarding supportive relationships at our school, 81% of students gave overall positive responses. When also considering that 74% of our students responded with overall positive satisfaction regarding our school in general, we see many reasons to be positive about the impact our school is having on our students holistically as they work towards academic success in a physically and emotionally safe place. Met 07JUN2023 2023 19647330108910 ISANA Nascent Academy 6 In Spring of 2023, 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. 168 students completed the survey. An analysis is below. Students rated their school and teacher on a 1-5 scale (1 being strongly disagree, 5 being strongly agree). The questions asked were as follows: My School… • Creates a welcoming environment. • Creates a safe environment. • Cares about me My Teacher… • Creates a welcoming environment. • Shows respect towards me, • Creates an environment where I am comfortable asking and answering questions. Nascent “My School” School Climate Questions: 3.65 “My Teacher” School Climate Questions: 3.89 Average: 3.77 One strength the survey showed was that students generally felt that their teachers created a welcoming environment. 73.38% of students strongly agreed/agreed with the statement: My Teacher creates a welcoming environment in the classroom. Before the school year commences, we spend time with all educators to discuss elements that make a welcoming learning space which positively impacts both student learning and social emotional wellness. Furthermore, the leadership team provides feedback and support to educators who may struggle in this area. Although we met our target rating of a minimum 3.5 or higher, we recognize some areas in which we want to continue to make growth. Our lowest rated question regarding school climate was: My School cares about me 3.62. 63.49% of students selected “Agree” or “Strongly Agree” while the rest selected “Neutral”, “Disagree”, “Strongly Disagree” or “I don’t know”. We plan to do the following: • Disaggregate the results by grade level, years attending, etc. so that we may consider if one group more than other agreed/disagreed more strongly with the statement- My School cares about me. • Hold focus groups with each grade that completed the survey to identify the factors that may have made them disagree with the statement. We also want to talk with these grade levels as well about what feeling cared about looks like for them. • For sustainability, we want to hold ongoing focus groups with students from all grade levels to gather their input and ideas on improving school climate and ensuring a welcoming environment for all students. Met 13JUN2023 2023 19647330108928 Larchmont Charter 6 As an intentionally diverse school, we remain steadfastly focused on ensuring all students are affirmed, engaged and achieving at a high level. This is first and foremost about ensuring we’re building a strong community at all levels and that we’re explicitly teaching and supporting social emotional learning and growth in all we do. Students struggled behaviorally and with mental health last year and as such we are increasing supports in these areas. We are also focusing on supporting teachers’ professional growth and on key instructional strategies to strengthen learning and narrow the distance to standard in math and ELA for subgroups with lower proficiency rates. Larchmont recently completed its full WASC accreditation self study process. Through that comprehensive school wide reflection the community is focused on 3 specific critical learner needs that are in keeping with our LCAP goals. We're focused on strengthening differentiated student support, particularly to struggling students (students with special needs, English Learners, students with behavioral or mental health challenges and historically underserved communities), through a focus on maximizing staff capacity (recruitment, retention, professional development of world class educators reflecting the diverse backgrounds of our students) and strengthening alignment TK-12 so the student experience (both academic and in terms of school culture) is seamless. Met 06JUN2023 2023 19647330108936 Alliance Collins Family College-Ready High 6 Every year, all our students receive a student survey that allows them to express their satisfaction with the school as well as their Social-Emotional health and perspectives on the supports of that kind they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. In response to a variety of questions that addressed student feelings regarding supportive relationships at our school, 83% of students gave overall positive responses. When also considering that 72% of our students responded with overall positive satisfaction regarding our school in general, we see many reasons to be positive about the impact our school is having on our students holistically as they work towards academic success in a physically and emotionally safe place. Met 07JUN2023 2023 19647330109884 James Jordan Middle 6 96.6% of parents responded that the administration either always or most of the time listens to their ideas or concerns and responds appropriately. 55.8% of parents responded that they have attended between half and all the workshops or meetings JJMS offered that talked about safety or how to access mental health support. 93.2% of parents were satisfied or very satisfied with JJMS’s attempts to stop bullying and teasing. 95.2% of parents feel, in comparison with what they hear about other middle schools, that their child’s safe either most of the time or always. 93.8% of parents think teachers care about their children doing well and succeeding in class either most of the time or always. 86.7% of students responded that they feel safe on campus either most of the time or always. 85.0% of students responded that JJMS is safer than other middle schools either most of the time or always. 85.2% of students responded that if they have a problem with another student the adults at JJMS will do something about it either most of the time or always. 89.2% of students feel that the staff cares about them or at least is true of most staff members. 92.8% of the students feel the staff wants them to succeed in school and in life or at least is true of most staff members. A 2-day social emotional anti bullying workshop was held for all 6th graders. An in-person parent DEI workshop was held for parents in April. A student DEI training was held for students in the month of April and JJMS also added weekly support groups for drug use prevention and anger management. Met 15JUN2023 2023 19647330109934 Our Community Charter 6 Annually, OCS uses our Family-LCAP Survey to gain feedback from stakeholders. This survey was developed to be consistent with the school's mission, LCAP, and charter. This year, we also administered our WASC Survey to gain feedback from families, students, and staff members. OCS uses ParentSquare to assist with communication with families. This has been a great success. Parents receive more frequent and clear communications about school meetings and events through multiple modes of communication: ParentSquare app, school website, OCS Facebook page, school email, Aeries Parent Portal, Parent/Student Handbook, teacher newsletters, and an OCS Google Calendar of meetings and events. According to the survey, the top five most popular forms of communication with the school are Parentsquare, weekly newsletter, school emails, classroom newsletters, and OCS Google Calendar. This year our staff completed a school climate survey for our WASC process. OCS students in grades 3-8 completed a climate survey this year as part of our WASC self-study. Met 28JUN2023 2023 19647330110304 Los Angeles Academy of Arts and Enterprise 6 Survey results indicate ongoing concerns with engaging students. Chronic absenteeism is central and impedes additional areas such as social-emotional growth and academics. For all students, but especially at younger ages, data indicates that students are having trouble identifying with school. Staff also reflect that school culture must be rebuilt as school operations continue. Disaggregated results indicate that English learners require additional support to achieve academic success. This includes support for the “whole child” in areas of social-emotional development as well as designated and integrated English language development. Additionally, younger students, particularly in middle school do not feel connected or engaged in the school. More effort is needed to integrate all students and build school culture in an effort to support improvements with chronic absenteeism and academics. LAAAE is working to improve many areas. Additional MTSS supports will help target students who are not attending regularly by tracking, communicating with parents, and providing individualized support as needed. For example, LAAAE is reinstating a van transportation program to help with student engagement in school, summer school, and extracurricular activities. LAAAE is also offering increased extracurricular engagement opportunities both during the school year and over summer. These are designed to build school culture, mitigate learning loss, and set students up for academic success. Additionally, LAAAE is improving its support for English learnings by increasing English language development training for staff, improving engagement parents, and increasing support services for EL students. Met 08JUN2023 2023 19647330111211 New Heights Charter 6 DATA: New Heights Charter School has conducted Panorama’s SEL Competencies Survey and the School Climate Survey for students in grades 3-8. The category of Supportive Relationship received the highest positive rating. 1. How supported students feel through their relationships with adults at school? 86% favorable response Grades 3-5 88% favorable response Grades 6-8 2. Do you have a teacher or other adult from school who you can count on to help you, no matter what? 89% favorable response Grades 3-5 82% favorable response in Grades 6-8 MEANING: The areas of Self-Management and Social Awareness received the lowest ratings for both age groups. Issues of feeling empathy for others and starting work on time, staying focused in class, and following directions were challenge areas for about half of our students surveyed. USE: To address this challenge New Heights has increased the size of our Student and Family Support Team to work with students with emotional/social challenges and we have agreed to focus on study skills and work habits leading to more ownership and independence for students. In addition, the Student and Family Support Team is working with students in small social skills groups to build empathy and understanding to increase their Social Awareness. Met 21JUN2023 2023 19647330111484 New Village Girls Academy 6 "DATA: a. School Environment i. Students report they have adequate technology and access to academic support, as well as opportunities to learn about subjects that interest them. ii. One area of focus for the school is increasing the number of students who report they agree that the school challenges them academically. We have brought in a Big Picture Learning Consultant for the 2022-23 and 2023-24 school year, who will continue to work directly with teachers to increase rigor in the classroom by structuring learning and teaching tools that challenge each student academically. b. Socio-Emotional Support i. Students were asked, “If you had a concern about your mental health (e.g., stress, depression, anxiety) would you feel comfortable talking to someone who works at the school?” and close to half preferred to not respond, while only half responded that they would. ii. There are several socio-emotional supports available: teachers who use social-emotional teaching practices, a full-time school psychologist, daily meditation, and monthly wellness days. iii. An area for the school to focus on is continuing to build strong rapport and connection with students in order for them to feel more comfortable seeking support when faced with mental health concerns. The school has worked with a consultant in the 2022-23 and the 2023-24 school year who is leading Equity & Justice Seminars for all school staff in order to increase restorative practices that build strong rapport and connection. c. Support that is Available i. We asked students what services they are interested in and found that many students (above 60%) are in need of food and clothing. Our Parent & Family Liaison has been instrumental in connecting students and their families to supportive services like housing, baby items, clothing, food, and utility bill support. That role is critical in our school, as many students are facing housing and financial struggles. The role continues to be a priority in order to better connect students and their families to the community services they need to be successful in school. ii. Students are also interested in outdoor and physical education, as well as mental health services (above 50%). The school applied for a grant that will provide yoga and sports to students through the after-school program in order to increase physical wellbeing. We are a small campus with limited access to green space, therefore, this is a critical aspect of our 2023-24 plan. MEANING: a. Strengths: Students report having adequate academic support, teaching is done in a way that students understand the material b. Areas of growth: Put in practice Big Picture Learning strategies that help connect classroom learning to the real world (application). The Big Picture Learning Coach will focus on this area for the 2023-24 school year through her coaching, classroom observations, and support to teachers. For USE - see below under ""Criteria""" Met For USE: a. Big Picture Learning Practices, like internships, leave to learn opportunities, project-based learning, advisory model, and focus on mental and physical health are all existing strategies that are addressing areas of growth, while continuing to support the learning of every student. b. The school will continue to strengthen support to EL students through our partnership with Advot Project, an arts-based organization that focuses on increasing English language skills. The school will also continue its partnership with: i. Big Picture Learning Coach - direct support to teachers ii. Equity & Justice Seminars & Coaching - direct support to staff and teachers to increase restorative practices and rapport building iii. Meditation Coach - strengthen meditation and quiet time practices for students, staff, and teachers. 28JUN2023 2023 19647330111492 Alliance Patti And Peter Neuwirth Leadership Academy 6 Every year, all our students receive a student survey that allows them to express their satisfaction with the school as well as their Social-Emotional health and perspectives on the supports of that kind they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. In response to a variety of questions that addressed student feelings regarding supportive relationships at our school, 87% of students gave overall positive responses. When also considering that 84% of our students responded with overall positive satisfaction regarding our school in general, we see many reasons to be positive about the impact our school is having on our students holistically as they work towards academic success in a physically and emotionally safe place. Met 07JUN2023 2023 19647330111500 Alliance Dr. Olga Mohan High 6 Every year, all our students receive a student survey that allows them to express their satisfaction with the school as well as their Social-Emotional health and perspectives on the supports of that kind they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. In response to a variety of questions that addressed student feelings regarding supportive relationships at our school, 81% of students gave overall positive responses. When also considering that 81% of our students responded with overall positive satisfaction regarding our school in general, we see many reasons to be positive about the impact our school is having on our students holistically as they work towards academic success in a physically and emotionally safe place. Met 07JUN2023 2023 19647330111518 Alliance Jack H. Skirball Middle 6 Every year, all our students receive a student survey that allows them to express their satisfaction with the school as well as their Social-Emotional health and perspectives on the supports of that kind they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. In response to a variety of questions that addressed student feelings regarding supportive relationships at our school, 81% of students gave overall positive responses. When also considering that 78% of our students responded with overall positive satisfaction regarding our school in general, we see many reasons to be positive about the impact our school is having on our students holistically as they work towards academic success in a physically and emotionally safe place. Met 07JUN2023 2023 19647330111575 Animo Ralph Bunche Charter High 6 Post Distance Learning, the school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. Data will be analyzed each month in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. In 2021-22, the school celebrated a low suspension rate of 0.63%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school continues to monitor suspension rates over time to ensure the school reaches a low suspension rate. The school also utilizes survey results from both parents and students as a measure of success for this priority. Met 30JUN2023 2023 19647330111583 Animo Jackie Robinson High 6 Post Distance Learning, the school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. Data will be analyzed each month in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. In 2021-22, the school celebrated a low suspension rate of 0.63%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school continues to monitor suspension rates over time to ensure the school reaches a low suspension rate. The school also utilizes survey results from both parents and students as a measure of success for this priority. Met 30JUN2023 2023 19647330111625 Animo Watts College Preparatory Academy 6 Post Distance Learning, the school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. Data will be analyzed each month in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. In 2021-22, the school celebrated a low suspension rate of 0.83%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school continues to monitor suspension rates over time to ensure the school reaches a low suspension rate. The school also utilizes survey results from both parents and students as a measure of success for this priority. Met 30JUN2023 2023 19647330111641 Alliance Ouchi-O'Donovan 6-12 Complex 6 Every year, all our students receive a student survey that allows them to express their satisfaction with the school as well as their Social-Emotional health and perspectives on the supports of that kind they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. In response to a variety of questions that addressed student feelings regarding supportive relationships at our school, 80% of students gave overall positive responses. When also considering that 77% of our students responded with overall positive satisfaction regarding our school in general, we see many reasons to be positive about the impact our school is having on our students holistically as they work towards academic success in a physically and emotionally safe place. Met 07JUN2023 2023 19647330111658 Alliance Marc & Eva Stern Math and Science 6 Every year, all our students receive a student survey that allows them to express their satisfaction with the school as well as their Social-Emotional health and perspectives on the supports of that kind they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. In response to a variety of questions that addressed student feelings regarding supportive relationships at our school, 82% of students gave overall positive responses. When also considering that 80% of our students responded with overall positive satisfaction regarding our school in general, we see many reasons to be positive about the impact our school is having on our students holistically as they work towards academic success in a physically and emotionally safe place. Met 07JUN2023 2023 19647330112060 Hesby Oaks Leadership Charter 6 Not Met For Two or More Years 2023 19647330112201 PUC Excel Charter Academy 6 DATA: 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 68% 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 71% Confer My teacher respects my ideas and suggestions 79% Confer My teacher wants us to share our thoughts 78% Consolidate The comments that I get on my work in this class help me understand how to improve. 77% Control Student behavior in this class is under control. 65% Safety I feel physically safe in this classroom. 75% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 80% MEANING: PUC Excel received an overall score of 4.16 of 5 and an Average % Favorable of 76%. During the 2022-2023 SY, PUC Excel continued to focus on student engagement. 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. USE: The social-emotional well-being of all students is also another focus during the 2022-2023 SY and moving into the 2023-2024 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 08JUN2023 2023 19647330112235 California Creative Learning Academy 6 From the survey, our 4th - 8th graders shared strengths and areas of need: The highest three ratings include: Has good relationship with teacher 86% Keep trying to do classwork even when hard 81% Teacher sets high expectations for my learning 73% The lowest three ratings include: Emotionally safe at school 46% Looks forward to go to school 52% Feels comfortable talking to teachers about problems 55% In reviewing the data, the School Site Council noted a decline in scores as compare to pre-pandemic years. The scores are generally much higher. Since return, the turnover of staff and the addition of many new students who missed our social emotional learning work have contributed to the lowering of the scores, and we recognize that although the students feel they have a good relationship with their teachers, they may not feel comfortable enough to seek help for conflicts or issues. Our actions are to help new students and families by creating an induction program, and to work with staff on student-staff relationships, using the CLASS Dimensions observation tool. This will help give objective feedback to individual staff members on how the are fostering strong relationships with students. Met 26JUN2023 2023 19647330112508 Stella High Charter Academy 6 DATA The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2023 administration of the Panorama Survey: ? Cultural Awareness and Action 59% ? School Safety 56% ? Teacher-Student Relationships 45% ? School Climate 30% ? Sense of Belonging 29% 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: clubs, sports, support from counselors, and school activities, such as dances. The school has identified the following as areas of growth: Teacher-Student Relationships, School Climate, and Sense of Belonging. Students have shared areas of growth for school climate include: revising the uniform policy, providing additional field trip opportunities, and improving the lunch food. 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 connections 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 27JUN2023 2023 19647330114884 Aspire Junior Collegiate Academy 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 19647330114959 Monsenor Oscar Romero Charter Middle 6 "Areas of Demonstrated Strength and/or Progress: •The schoolwide Dashboard Suspension Rate Indicator was ""Medium"". • English Learner Progress was ""High"". Areas Noted for Further Growth and/or Improvement: •The school redesignation rate of English Learners is an area of growth. •The schoolwide Dashboard ELA Indicator was ""Low"" •The schoolwide Dashboard Math Indicator was ""Very Low"" •The schoolwide Dashboard Chronic Absenteeism Indicator was ""Very High"" 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 learning acceleration 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 26JUN2023 2023 19647330114967 Global Education Academy 6 Based on the California Healthy Kids Survey taken during the 2017-18 school year, overall the students feel a connection to the school, are academically motivated, feel that adults at the school care for them and have high expectations, feel safe at school, and are treated with respect. 36% of the fifth graders who took the survey were females, and 64% of the students were males. 95% of the students felt that there were caring adults in school and 100% of them felt that the adults had high-expectations of them. 97% of the students feel that the teachers and other staff members care about them, and 100% of the students say that the adults at school tell them when they do a good job and believe that they can do a good job. 92% of the students feel connected to the school, and 72% are academically motivated to do well in school. 97% of the students are happy to be at our school and feel that they are treated fairly, and 100% of the students feel safe at school. The one area of need we identified based on this survey is students being asked what they want to learn about. 46% of students said that their teachers never ask them about what they want to learn about. This shows us that although they are learning and enjoy being at the school, they do not feel like they have much say in what they get to learn. This is important to know because if teachers ask students what they want to learn about and students are able to provide input, teachers can increase student engagement in the classrooms. We will be addressing this topic during our professional development sessions. We have also addressed the topic of socio-emotional learning during professional development in order to maintain/improve the results from the survey. Met 27JUN2023 2023 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 15JUN2023 2023 19647330115113 Ivy Bound Academy of Math, Science, and Technology Charter Middle 6 The ESE Climate Survey was administered to grades 6-9 by the LEA during the spring of 2023. 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. 46% 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. 50% of students say they feel safe at school. Met 18MAY2023 2023 19647330115139 Center for Advanced Learning 6 During the 2022-23 school year CAL administered a climate survey to parents in Spring 2023. After reviewing the data Center For Advanced Learning’s leadership team learned that our parents feel that CAL is providing a positive experience for their students through the instructional program and other school related activities. Parents feel well-informed about happenings at the school and feels that their child is in a safe learning environment. The results of the survey revealed that over 93% of parents agree that CAL is an inviting and supportive place for their students to learn. 93% of parents responded that CAL promotes academic success for all students, and over 86% of parents felt that CAL keeps parents well-informed about school activities and their child’s academic progress. The survey further revealed that there is a need for more opportunities for enrichment programs as well as providing additional support for students social-emotional needs. 73% of parents responded that there is a need for more social emotional support. 93% of parents responded that their child receives high quality instruction and teacher motivate their students. Not Met For Two or More Years 15JUL2023 2023 19647330115253 Discovery Charter Preparatory #2 6 SCHOOL CLIMATE 1. Host assemblies & student recognition twice per year to acknowledge students for: • Positive Behavior • Perfect Attendance • Token System: PBIS Rewards • Honor Roll • No tardies 2. Professional development on restorative practices, Positive Behavior Intervention and Support (PBIS), and progressive discipline strategies to create a more positive schoolwide atmosphere. 3. The counselor will closely monitor absences, truancy, and chronic absenteeism rate. 4. All students will be enrolled in Advisory with a specific curriculum that varies by grade level; 5. focuses on Restorative Practice, Student mediation and includes training from the Anti-Defamation League (ADL). 6. Administer annual student surveys to obtain input/feedback. 6. Host schoolwide dances. 7. Designate four times a year School-wide Spirit Week. 8. Continue to implement the Warriors for Justice Program in alignment with ADL to reduce suspension rates and improve the students' social-emotional well-being. 9. Conduct Wellness groups. DIS counselor will provide three days to conduct small group wellness groups. FACILTY/SAFETY 1. Discovery Charter Prep will employ one Plant Manager to maintain a clean and safe school site. In addition, ensure facilities repairs/maintenance are documented and completed. 2. Discovery Charter Prep will employ 3 security officers to provide supervision of the school site throughout the instructional day and security officers after-school. Security cameras will be placed throughout the campus, which will be monitored, by office staff and/or security staff. 3. Discovery Charter Prep will ensure the school site will complete an annual Facility Inspection (FIT) Report and ensure any outstanding findings are addressed and completed. Results from FIT report will be documented in the school’s annual SARC Report and LCAP. 4. Leadership Team will review/revise the Comprehensive Safety Plan and ensures monthly drills take place and are documented as part of the emergency preparedness. 5. ASCIP provided a comprehensive safety review of the facility. Recommendations were to keep doors locked, consider providing an electric gate where office has access to a buzzer and camera, and install mesh around facility where sports are played to prevent people looking in. Parent Engagement was successful for Parent Meetings and Teacher Conferences. Difficulty was engaging with parents for the Parent Advisory Committee and School Site Council. With help from the Student Council, we were able to create these groups. Next year we will continue to utilize the student council's efforts to help us with gathering parents to join committees. Met (continued) Parent Committees were a challenge to get started. Enrollment is still recovering after the pandemic. Students were amazingly supportive in getting parents to participate. Parents that did attend meetings were active and interested in helping the school. In the 2022-2023 school year, DCPS hired an outside recruiter to help the LEA reach out to local communities for recruitment purposes. The recruiter and his team have found great success in getting to know parents in the community at the local churches. As of this posting, DCPS has 108 students (71 freshmen and 37 upperclassmen) interested in joining the LEA for the 2023-2024 school year. The LEA believes this current connection between local parents and the school has helped. Additionally, through parent meetings, the LEA has been able to see just what its educational partners want. The school is seeing growth and improvement each year due to the many activities that reward positive behavior and academic improvement. Each year, teachers and the school improve their classroom stores with items that encourage students to want to succeed. Keeping the facilities up-to-date has been an ongoing challenge. Funding is being spread out over the years to make the facility completely ADA-compliant. Unfortunately, contractors are difficult to find and permits from the city are time-consuming, so these tasks take longer than we would like. 30JUN2023 2023 19647330115287 ICEF Vista Middle Academy 6 ICEF Vista Middle Academy administered the Panorama Student Survey: Summary of results: 139 Respondents • 69% Belonging: How much faculty and staff feel that they are valued members of the school community • 44% School Belonging: How much student feel they are valued members of the school community. • 52% School Climate: Perceptions of the overall social and learning climate of the school. • 70% 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. Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners. Met 15JUN2023 2023 19647330116509 Alliance Morgan McKinzie High 6 Every year, all our students receive a student survey that allows them to express their satisfaction with the school as well as their Social-Emotional health and perspectives on the supports of that kind they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. In response to a variety of questions that addressed student feelings regarding supportive relationships at our school, 84% of students gave overall positive responses. When also considering that 76% of our students responded with overall positive satisfaction regarding our school in general, we see many reasons to be positive about the impact our school is having on our students holistically as they work towards academic success in a physically and emotionally safe place. Met 07JUN2023 2023 19647330117036 Enadia Way Technology Charter 6 n/a Met n/a 13JUN2023 2023 19647330117598 Alliance Piera Barbaglia Shaheen Health Services Academy 6 Every year, all our students receive a student survey that allows them to express their satisfaction with the school as well as their Social-Emotional health and perspectives on the supports of that kind they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. In response to a variety of questions that addressed student feelings regarding supportive relationships at our school, 74% of students gave overall positive responses. When also considering that 52% of our students responded with overall positive satisfaction regarding our school in general, we see many reasons to be positive about the impact our school is having on our students holistically as they work towards academic success in a physically and emotionally safe place. Met 07JUN2023 2023 19647330117606 Alliance Leichtman-Levine Family Foundation Environmental Science High 6 Every year, all our students receive a student survey that allows them to express their satisfaction with the school as well as their Social-Emotional health and perspectives on the supports of that kind they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. In response to a variety of questions that addressed student feelings regarding supportive relationships at our school, 79% of students gave overall positive responses. When also considering that 74% of our students responded with overall positive satisfaction regarding our school in general, we see many reasons to be positive about the impact our school is having on our students holistically as they work towards academic success in a physically and emotionally safe place. Met 07JUN2023 2023 19647330117614 New Los Angeles Charter 6 New Los Angeles Charter School administered the Panorama Education school climate survey. Results will be analyzed and presented to our educational partners. Results summary: 290 responses • 36% 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. • 26% School Engagement: How attentive and invested students are in school. • 67% 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. • 50% School Teacher-Student Relationships: How strong the social connection is between teachers and students within and beyond the school. • 45% Valuing of School: How Much students feel that school is interesting, important, and useful. Met 26JUN2023 2023 19647330117622 Magnolia Science Academy 4 6 MSA-4 remains deeply committed to continuously improving our school environment and educational practices. We conduct the CORE Districts survey annually, targeting students in grades 6-12, to gather insights into various aspects of our school community. The process involves analyzing the survey results, encompassing participation rates, average approval rates for and question, and an in-depth examination of our findings. We document these findings, identifying areas of both progress and needs. Our assessment extends to comparing previous years' results and benchmarking against CORE district data. We share the survey results and findings with our Ed Partners to ensure transparency and informed decision-making. This engagement occurs during LCAP (Local Control and Accountability Plan) information and feedback meetings and our regular board meetings. Furthermore, we incorporate open-ended questions to delve deeper into students' perceptions, focusing on enhancing school safety and connectedness. In our recent observations, we are pleased to note participation rates in both student and staff categories for the 2022 and 2023 surveys. This achievement reflects our commitment to engaging all members of our school community. Notably, we have improved family participation, marking a 4.2% increase to a full 100% percent in the Spring of 2023. While we celebrate these achievements, we also acknowledge areas of decline in student and family satisfaction rates. These include a 4-point decrease in student satisfaction and a 1-point decrease in family satisfaction. However, we are encouraged by the increase in staff satisfaction rates to 88%. These changes are linked to specific student concerns, such as school lunches and bathroom cleanliness, as well as the perception of MSA-4 as a small school. From the family perspective, there is a desire for an expanded course offering. These nuanced factors contribute to these minor fluctuations. We have developed a comprehensive set of intervention strategies to address these concerns and drive improvements. These include behavioral support programs like Check-In/Check-Out, 2x10 Relationship Building, and the Daily Behavior Report Card. We have also implemented Collaborative Activities, Behavior Specific Praise, Restorative Inquiry, and Community Walks to strengthen relationships and enhance the school environment. In conclusion, the voices of our stakeholders—students, families, staff, and community members—are invaluable in shaping our school's improvement journey. We recognize the power of surveys in collecting opinions and feedback. Focusing on school climate and social-emotional competencies, the CORE survey instrument plays a central role in this endeavor. Through rigorous analysis and transparent communication, we aim to continuously evolve and provide our students with the best possible education. We are grateful for the partnership and input of our entire school community in this ongoing process. Met 22JUN2023 2023 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 2022-23, 100% of our students participated in the survey. Climate of Support for Academic Learning 85 80th - 99th 0 Knowledge and Fairness of Discipline, Rules and Norms 78 80th - 99th +1 Safety 71 60th-79th -4 Sense of Belonging (School Connectedness) 67 60th-79th +2 Analysis: There was a slight decrease in the survey participation for parents. We had three parents that did not participate. One outright refused to do so, claiming she viewed the survey but did not like the available responses. The other two parents were not able to complete it due to difficulties in communication. All of the various attempts to engage the parent in to take the survey were not successful. Most of the parents responded via paper flyers sent home with individual codes and QR links to the survey. Personal phone calls home to walk parents through the process was also successful but very time consuming. Next Steps: SPED - find a SPED teacher who might be able to be more hands on with our students. Enrollment - continuously working on establishing a presence in the neighborhood and reaching our maximum cup. Sports programs at our school - reach out to different organizations that might be able to connect us with a league around our area. FIYA, https://onfiya.org/ Continue to do PD’s like Kagan. (Momentum in teaching) Fundraising workshop with PTF/PAC Expanding workshops with the parents regarding parenting Met 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 2022-23, 100% of our students participated in the survey. Climate of Support for Academic Learning 85 80th - 99th 0 Knowledge and Fairness of Discipline, Rules and Norms 78 80th - 99th +1 Safety 71 60th-79th -4 Sense of Belonging (School Connectedness) 67 60th-79th +2 Analysis: There was a slight decrease in the survey participation for parents. We had three parents that did not participate. One outright refused to do so, claiming she viewed the survey but did not like the available responses. The other two parents were not able to complete it due to difficulties in communication. All of the various attempts to engage the parent in to take the survey were not successful. Most of the parents responded via paper flyers sent home with individual codes and QR links to the survey. Personal phone ca 22JUN2023 2023 19647330117655 Magnolia Science Academy 7 6 "MSA-7 annually conducts the CORE Districts survey instrument to 3-5 grade students, analyzes survey results, participation rates & average approval rates for each topic & question on the survey, documents our findings & shares the results & findings with our educational partners during LCAP information & feedback meetings & regular board meetings. MSA-7 disaggregates the results by grade and student group & also uses open-ended questions to further understand students’ perceptions. MSA-7 strives to improve students’ perceptions of school safety & connectedness. In 2022-23, 97.9% of our 3rd to 5th grade students participated in the survey and their responses provided an average approval rating of 73% on the four topics of the survey, with a rating of 74% on Topic 1 (Climate of Academic support) and a rating of 77% on Topic 2 (Knowledge and Fairness of Discipline), a rating of 66% on Topic 3 (Safety) and a rating of 74% on Topic 4 (Sense of Belonging), whereas 90% 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 2022 to Spring 2023 were slightly down for two educational partner categories with a decrease of 4 points for students (77% to 73%), 3 points for staff (93% to 90%) but a 1 point increase for families (98% to 99%). One highlight from the surveys was the parent satisfaction rating of ""Overall, I am satisfied & would recommend this school to other students/parents/educators"" was 100%. We also increased our percentage of satisfaction rates by 2% for both students (88% to 90%) and staff (90%-92%). Students stated their favorite thing about school is staff members. Parents stated the school cares about their child's mental development & takes the time to address the issues & find solutions. Staff stated how much they like the community of the school and the relationships between staff and students, the hard work mindset of the staff, & the open minded learning, improving as a professional, and support between colleagues. 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 include: PBIS Team developing plans to continue to improve upon systems and programs and be ready to train staff during inservice days; school administration continuing to work with Home Office team members to devise plans and solutions for facility issues; putting together a task force led by the school psychologist to review and select an SEL curriculum to be used school-wide beginning Fall 2023; school administration working with Home Office team members to review guidelines for teacher planning/prep time and schedules as well as systems for selecting additional duties, and school site surveying students & families to see which extracurricular programs & activities they would like to be provided and make plans to have staff provide them or outsource to a vendor." Met 22JUN2023 2023 19647330117846 Para Los Niños Middle 6 Student Survey Learnings: upon reviewing the Spring 2023 Student Survey data, the LEA sees a strength in “school belonging”. Nearly 95% of all 6th through 8th grade students completed the survey with nearly 70% of respondents stating that they feel connected to the adults at their school and feel understand as a person. Additionally, nearly 80% of respondents indicated that students who experience bullying can get help from an adult at their school. An area of growth according to the survey data analysis is in “school safety” where 66% of respondents indicated they worry about violence at their school. Not applicable, as the survey administration was anonymous, and results cannot be disaggregated. Response for Continuous Improvement: in response to the student survey data the LEA is taking the following actions: • Continuing to build the LEA’s practice with Restorative Justice; leveraging community building and harm circle protocols to address student concerns about safety. In doing so we believe we will be able to empower students to speak to their classmates and name the behaviors they want to see from their peers. • Continue offering Social Emotional Wellness professional development to the LEA’s staff where we emphasize the important role staff play in supporting students’ feelings of belonging. * Continue to provide training and coaching to teachers on strategies for building strong relationships with students. Met 22JUN2023 2023 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 2023. The survey data showed the highest scores for “high expectations of adults in school,” followed by “academic motivation.” In response to lower levels of students reporting a sense of “school connectedness,” SKA laid the groundwork for increased positive interactions with adults during the students’ Advisory block in the 2022-2023 school year. This included the implementation of weekly Community Circles where students had the opportunity to discuss relevant topics with their peers and advisory teachers in a safe and supportive environment. SKA has also increased opportunities for teachers to meet with students individually to review relevant student growth data, including iReady diagnostic assessment results. Visuals posted across the school to help remind students about academic and social expectations, including student-friendly language that answers the questions, “what am I learning/doing . . .” SKA will continue to prioritize opportunities for student voice inside and outside of classrooms. Met 13JUN2023 2023 19647330117903 KIPP Raices Academy 6 Each fall and spring, KIPP SoCal administers a survey to students 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 and well-being of our school climate. Specific results from the Fall 2022-2023 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 2022-23 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. In addition, as part of our efforts to improve on family engagement and events, we will continue to provide more avenues for students to engage with their peers and team members outside of instructional class time. 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 (89%) and have at least one friend at school they can trust (98%). Our staff plans to leverage these relationships to improve students' overall experiences to increase their happiness at our school. KIPP SoCal will prioritize creating joyful learning and engaging experiences for students during the upcoming school year by providing more engagement events, celebrations, and opportunities for families to provide input. Met 15JUN2023 2023 19647330117911 New Millennium Secondary 6 Surveys are administered to staff, parents, and students. Safety is of the utmost importance and a positive school culture. The majority of our students feel safe, protected, included, and cared for. That is the utmost importance. When feeling that learning is able to be more consistent. Survey results show that parents/families felt supported during the school year. They also feel the school is a safe place for their student. They also feel the climate of the school provides support, learning opportunities, and safety. We can continue to add more activities for the students and extracurriculars. We can expand more on our clubs. Parents appreciated the Learning Loss Tutoring and College and Career Fairs. NMSS has implemented summer school to provide extra support for students in regards to math, English, and Credit Recovery. Learning Loss happens weekly to continue learning after school. APEX credit recovery courses are also offered in order to provide options for the students. Chromebooks and Wi-Fi were provided to the students and will continue next school year in order to help learning continue once the students get home from school in the evenings. More safety questions will be added to the Warrior Community Surveys. An increase in the amount of surveys to family and students will also happen during the upcoming school year. Some of the data that was reflected on: 92% of students feel safe in their classrooms, hallways, and restrooms. We would love for it to be 100%. We will add more surveys to further dive into the 8% that do not feel safe. Those can be with verbal checkins or classroom discussions in Advisory or club meetings. 85% of students agree that little to no verbal bullying takes place on the campus. Our goal is for it to be 100%. Therefore, analyzing if students feel empowered to speak up and say something for themselves or on behalf of others. Relationship building and trust is step number one. Without that we can go no further. Positive interactions throughout the day between students, students and staff, and staff and parents are key. We as a school are always looking to grow and meet these challenges head on, whether that is physically at school, social media, or events happening after school. Met Constant daily interactions, relationship building, professional development opportunities, and surveys can continue to help us strive for 100% of all safety surveys. 12JUN2023 2023 19647330117937 ICEF Vista Elementary Academy 6 ICEF Vista Elementary Academy administered the Panorama Student Survey: Summary of results: 173 Respondents • 72% Belonging: How much faculty and staff feel that they are valued members of the school community • 57% School Belonging: How much student feel they are valued members of the school community. • 55% School Climate: Perceptions of the overall social and learning climate of the school. • 73% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. • 49% School Safety: Perceptions of student physical and psychological safety at school. Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners. Met 15JUN2023 2023 19647330117952 ICEF Innovation Los Angeles Charter 6 ICEF Innovation Los Angeles administered the Panorama Student Survey: Summary of survey results: 106 Respondents • 91% Belonging: How much faculty and staff feel that they are valued members of the school community • 58% School Belonging: How much student feel they are valued members of the school community. • 50% School Climate: Perceptions of the overall social and learning climate of the school. • 72% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. • 38% School Safety: Perceptions of student physical and psychological safety at school. Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners. Met 15JUN2023 2023 19647330117978 Goethe International Charter 6 Goethe International Charter School administered the Panorama Education school climate survey to students in grades 3-5; and 6-8. Results will be reviewed and analyzed to identify areas of strengthen an areas for growth, then presented to our educational partners. Results: 133 students • 68% Grit: How well students are able to persevere through setbacks to achieve important long-term goals • 71% School Belonging: How much students feel that they are valued members of the school community. • 71% 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. • 81% Student Teacher-Student Relationships: How strong the social connection is between teachers and students within and beyond the school. Results: 77 students • 55% Grit: How well students are able to persevere through setbacks to achieve important long-term goals • 42% School Belonging: How much students feel that they are valued members of the school community. • 53% School Climate: Perceptions of the overall social and learning climate of the school. • 64% School Safety: Perceptions of student physical and psychological safety at school. • 66% Student Teacher-Student Relationships: How strong the social connection is between teachers and students within and beyond the school. Met 26JUN2023 2023 19647330118588 Alain Leroy Locke College Preparatory Academy 6 Post Distance Learning, the school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. Data will be analyzed each month in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. In 2021-22, the school celebrated a low suspension rate of 0.93%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school continues to monitor suspension rates over time to ensure the school reaches a low suspension rate. The school also utilizes survey results from both parents and students as a measure of success for this priority. Met 30JUN2023 2023 19647330119982 Equitas Academy Charter 6 In December 2022, and May 2023, a nationally normed survey from Panorama Education was given to all students at our school. The data was reported at the board meeting directly following the analysis, and specific data on School Safety and School Belonging/Connectedness was communicated. Met 29JUN2023 2023 19647330120014 KIPP Endeavor College Preparatory Charter 6 Each fall and spring, KIPP SoCal administers a survey to students 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 and well-being of our school climate. Specific results from the Fall 2022-2023 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 2022-23 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. In addition, as part of our efforts to improve on family engagement and events, we will continue to provide more avenues for students to engage with their peers and team members outside of instructional class time. 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 (89%) and have at least one friend at school they can trust (98%). Our staff plans to leverage these relationships to improve students' overall experiences to increase their happiness at our school. KIPP SoCal will prioritize creating joyful learning and engaging experiences for students during the upcoming school year by providing more engagement events, celebrations, and opportunities for families to provide input. Met 15JUN2023 2023 19647330120022 Valor Academy Middle 6 DATA The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2023 administration of the Panorama Survey: ? Cultural Awareness and Action 82% ? School Safety 71% ? Teacher-Student Relationships 69% ? School Climate 53% ? Sense of Belonging 48% 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, clubs, team building, Life Experience lessons, and supportive teachers. The school has identified the following as areas of growth: School Climate and Sense of Belonging. Students have shared areas of growth for school climate include: revising the dress code, phone, and bathroom policies, and increasing the minutes of lunch. 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 27JUN2023 2023 19647330120030 Alliance College-Ready Middle Academy 4 6 Every year, all our students receive a student survey that allows them to express their satisfaction with the school as well as their Social-Emotional health and perspectives on the supports of that kind they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. In response to a variety of questions that addressed student feelings regarding supportive relationships at our school, 82% of students gave overall positive responses. When also considering that 87% of our students responded with overall positive satisfaction regarding our school in general, we see many reasons to be positive about the impact our school is having on our students holistically as they work towards academic success in a physically and emotionally safe place. Met 07JUN2023 2023 19647330120071 New Designs Charter School-Watts 6 1. DATA: New Designs Charter School-Watts administered a local student survey to measure student perceptions of school safety and connectedness. The survey was administered between February 20 and March 20 of the 2022-23 school year and received an 85% response rate. Key findings from the survey show that 82% of the students felt the school was an inviting and supportive place for them to learn. They felt that the adults in the school paid attention to them, that their teachers went out of their way to help students and had confidence in them to challenge them to do their best. Students felt the school provided them with opportunities to use technology in all areas of learning as well as providing them with brighter prospects that ensured their success in life. The survey, however, also alerted the school to the need for enhanced school safety and improved school security officer training considering nationwide school safety concerns. The survey indicated students wanted to see greater beautification and cleanliness of the school. Although 82% of the students felt that the school was welcoming to their parents and even provided them with several avenues for participating, they thought more could be done through more parent-oriented activities and encouragement of raised levels of participation by parents. 2. MEANING: The school survey shows a great connection between students’ feelings of success and the level of support given by teachers and adults in the school. The survey however, also shows the school needs to improve students’ perceptions of and levels of comfort with security in the school. When students feel safe, they learn better. The survey also shows the school needs to improve in the area of the school’s beautification and cleanliness. 3. USE: Results indicated a need to understand and mitigate students’ unease with safety in the school. A low percentage of students expressed confidence in the school’s security officers. Other data has also shown that students are dealing with elevated social emotional concerns at the same time the school is instituting or encouraging activities that promote connectedness and well-being on a wider basis that covers the community. Met 06JUN2023 2023 19647330120097 Academia Moderna 6 Not Met 2023 19647330120477 Aspire Titan Academy 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 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 student supports and the learning environment. RESULTS The following percentages reflect favorable responses regarding school safety and connectedness: • School Climate (social and learning): 26% • School Safety (physical and psychological): 55% • Sense of Belonging (students feel valued): 50% • Teacher-Student Relationships (connectedness): 59% • Valuing School (interesting, important, useful): 78% KEY LEARNINGS While low, annual climate survey feedback from students maintained rates from the previous year. Post-pandemic, WLCCMS considers maintaining rates an indicator of effectiveness and acknowledges their is further work to do. AREAS OF STRENGTH, GROWTH CHALLENGES AND/OR BARRIERS WLCCMS has implemented a number of wrap-around supports designed to address the needs of 'at-promise' youth. Barriers continue to be related to human capital. It is difficult to find and retain high-quality effective teachers and campus security. IMPLEMENTATION EFFECTIVENESS AND NEXT STEPS WLCCMS is committed to implementing actions that address specific needs identified by educational partners. In 23-24, student input includes developing more engaging (fun) activities, including student recognition ceremonies and after school sports. Researching the possibility of changing the food vendor and updating school uniforms. Met 26JUN2023 2023 19647330121079 Ararat Charter 6 We asked students in grades 4 and 5 to tell us what they thought about their experience at Ararat Charter. The survey covered the following areas: Showing respect and courtesy; Communicating 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 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 graders 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 graders share that grades reflect their actual learning. About the same percentage of students share 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 are available for school use. USE - In response to the results, ACS is working to strengthen our community through positive behavior intervention and supports (PBIS) for students, parent meetings, and solidify student/teacher relationships based on trust and respect. The school's PBIS slogan is CLIMB. Choose safety; Lead by problem solving; Inspire respect; Make responsible choices; and Be kind. The power words are action and advocacy words that empower our students to CHOOSE, LEAD, INSPIRE, MAKE, AND BE. Met 01JUN2023 2023 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 2023 survey: - Supportive Relationships: 91% responded favorably (80th-99th percentile) - School Safety: 67% responded favorably (60th-79th percentile) There is an overall stability and strength in the teacher-student relationships and overall supportive relationships at the school site, with a continued focus on improving overall school safety. 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 safety and climate. Already, more Tier 1 behavioral supports are in place, including school-wide expectations and classroom systems. Met 13JUN2023 2023 19647330121285 Alliance Cindy and Bill Simon Technology Academy High 6 Every year, all our students receive a student survey that allows them to express their satisfaction with the school as well as their Social-Emotional health and perspectives on the supports of that kind they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. In response to a variety of questions that addressed student feelings regarding supportive relationships at our school, 84% of students gave overall positive responses. When also considering that 73% of our students responded with overall positive satisfaction regarding our school in general, we see many reasons to be positive about the impact our school is having on our students holistically as they work towards academic success in a physically and emotionally safe place. Met 07JUN2023 2023 19647330121293 Alliance Tennenbaum Family Technology High 6 Every year, all our students receive a student survey that allows them to express their satisfaction with the school as well as their Social-Emotional health and perspectives on the supports of that kind they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. In response to a variety of questions that addressed student feelings regarding supportive relationships at our school, 84% of students gave overall positive responses. When also considering that 90% of our students responded with overall positive satisfaction regarding our school in general, we see many reasons to be positive about the impact our school is having on our students holistically as they work towards academic success in a physically and emotionally safe place. Met 07JUN2023 2023 19647330121699 KIPP Empower Academy 6 Each fall and spring, KIPP SoCal administers a survey to students 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 and well-being of our school climate. Specific results from the Fall 2022-2023 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 2022-23 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. In addition, as part of our efforts to improve on family engagement and events, we will continue to provide more avenues for students to engage with their peers and team members outside of instructional class time. 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 (89%) and have at least one friend at school they can trust (98%). Our staff plans to leverage these relationships to improve students' overall experiences to increase their happiness at our school. KIPP SoCal will prioritize creating joyful learning and engaging experiences for students during the upcoming school year by providing more engagement events, celebrations, and opportunities for families to provide input. Met 15JUN2023 2023 19647330121707 KIPP Comienza Community Prep 6 Each fall and spring, KIPP SoCal administers a survey to students 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 and well-being of our school climate. Specific results from the Fall 2022-2023 survey on school safety and connectedness are included below: % of students reporting I am happy to be at this school: Lower School All students - 73% Upper School All students - 65% These survey results provided a general overview of student experiences at KIPP SoCal for the 2022-23 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. In addition, as part of our efforts to improve on family engagement and events, we will continue to provide more avenues for students to engage with their peers and team members outside of instructional class time. 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 (89%) and have at least one friend at school they can trust (98%). Our staff plans to leverage these relationships to improve students' overall experiences to increase their happiness at our school. KIPP SoCal will prioritize creating joyful learning and engaging experiences for students during the upcoming school year by providing more engagement events, celebrations, and opportunities for families to provide input. Met 15JUN2023 2023 19647330121848 Crown Preparatory Academy 6 At Crown Preparatory Academy, we prioritize both the safety and sense of belonging of our students, and we demonstrate our commitment to these principles by conducting an annual survey among all our students. When we inquired about their feelings regarding classroom safety, 81% of our students responded with agree or strongly agree. This high percentage underscores our dedication to maintaining a secure and welcoming learning environment for all students. It not only reflects our proactive approach to addressing safety concerns but also highlights the sense of trust and security that our institution instills in our student body. Our commitment to fostering a safe and connected community remains unwavering, and we will continue to use feedback and data to enhance the educational experience for all. Met 28JUN2023 2023 19647330122242 TEACH Academy of Technologies 6 Not Met 2023 19647330122481 Animo Jefferson Charter Middle 6 Post Distance Learning, the school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. Data will be analyzed each month in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. In 2021-22, the school celebrated a low suspension rate of 0.92%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school continues to monitor suspension rates over time to ensure the school reaches a low suspension rate. The school also utilizes survey results from both parents and students as a measure of success for this priority. Met 30JUN2023 2023 19647330122556 Citizens of the World Charter School Hollywood 6 Citizens of the World – Hollywood administered an organization-wide survey. Results will be analyzed to identify areas of strength and areas for growth, and then will be presented to our educational partners. • How well do teachers and staff in your school understand you as a person? 70% • How well do other students in your school understand you as a person? 72% • How much do you feel you matter to your teachers and staff at your school?70% • How much do you feel you matter to other students at your school? 65% • How much are you able to be your authentic self at schools? 72% • How often do you make sure that other students are not left out of school activities? 60% • How often does your teacher have conversations about race and identify with students? 40% • How comfortable are you talking about race and identity at school? 60% • How excited are you about what you have been learning? 59% • In the past few days, how challenging have your learning activities been? 25% • How often do you use ideas from your class in your daily life? 30% • How well have you learned a new skill or strategy to respond to a difficult time or a big emotion? 55% • How much do you feel you belong or are included at your school? 70% • If you need help in your life, how likely are you to turn to at least one adult at your school that you trust? 45% Met 28JUN2023 2023 19647330122564 Camino Nuevo Elementary #3 6 The data shows that most students feel supported at their schools. There are also indicators that students feel safe as it relates to school health protocols for Covid prevention. The data also shows that most students have positive relationships with their teachers and school staff. We do see opportunities for fostering a sense of belonging in the community. Students went from a period of isolation in distance learning, to fully in-person learning. Strengthening their readiness to learn is also an area of focus for us as we plan ahead. Students are still adjusting to the inconsistencies that came with the Covid era of their academic experience. The community went from isolated studies to a full in-person educational setting. We believe that providing students with spaces to connect with the community and have a sense of connection will have a meaningful impact on their readiness to learn and feel a sense of belonging. We have started this strategic work with the following: Implementing a Culture Calendar: This is dispersed to the student body at each school and community connection is highlighted and celebrated. Anti-Bullying Assemblies/Campaigns : In an effort to foster a positive, accepting environment, we have had a “Call to action” for all students. In these spaces students are asked to make a commitment to speak up for one another. To take a stand against bullying. We have paired these assemblies with posters throughout the campuses to remind students of their commitment. Assemblies about respecting personal space: We have also seen that some students still battle with social anxiety and that can impede on the ability to focus. We intend to continue to combat this with assemblies that help with their social emotional awareness of themselves and the world around them. Trauma-Informed Training for staff: As we continue to be strategic in our approach with students, we see the importance of staff involvement. For this reason we have spaces where teachers and school staff can learn ways to engage with students in ways that allow them to thrive and remind them of their strengths and capabilities. We believe every child-facing adult on campus can have a meaningful impact in a child’s life. Alternatives to suspension: We have had a strong push toward restorative practices as it relates to student behavior. Not only in opportunities for staff professional development, but also in our systems. We always consider restorative ways to respond to behavior in lieu of suspension or other punitive measures whenever possible. Met 20JUN2023 2023 19647330122606 PUC Lakeview Charter High 6 DATA: 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 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 82% Confer My teacher respects my ideas and suggestions 86% Confer My teacher wants us to share our thoughts 86% 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. 88% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 89% MEANING: PUC LCHS received an overall score of 4.39 of 5 and an Average % Favorable of 84%. During the 2022-2023 SY, PUC LCHS continued to focus on student engagement. 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. USE: The social-emotional well-being of all students is also another focus during the 2022-2023 SY and moving into the 2023-2024 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 08JUN2023 2023 19647330122614 Aspire Gateway Academy Charter 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 19647330122622 Aspire Firestone Academy Charter 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 19647330122630 Para Los Niños - Evelyn Thurman Gratts Primary 6 Family Survey Learnings: upon reviewing the Spring 2023 Family Survey data, the LEA sees a strength in family engagement, family-school communication, school rigorous expectations, and valuing of school. Nearly 30% of all families the survey with 100% of respondents stating that they would recommend the LEA to friends and family. Additionally, over 98% of respondents indicated that they: believe teachers were challenging their students to do better; feel like they could talk to a school leader if there was a problem; and believe the school has supported their ability to build more positive relationships with their child. Not applicable, the survey administration was anonymous, and results cannot be disaggregated. Response for Continuous Improvement: in response to the family survey data the LEA is taking the following actions: - Continuing to create ongoing opportunities for families to come to campus for learning, socializing, and celebrating the achievements of their children. • Continue offering Social Emotional Wellness professional development to the LEA’s staff where we emphasize the important role staff play in supporting students’ feelings of belonging. Met 22JUN2023 2023 19647330122655 ISANA Octavia Academy 6 In Spring of 2023, 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. 155 students completed the survey. An analysis is below. Students rated their school and teacher on a 1-5 scale (1 being strongly disagree, 5 being strongly agree). The questions asked were as follows: My School… • Creates a welcoming environment. • Creates a safe environment. • Cares about me My Teacher… • Creates a welcoming environment. • Shows respect towards me, • Creates an environment where I am comfortable asking and answering questions. Octavia “My School” School Climate Questions: 4.01 “My Teacher” School Climate Questions: 4.08 Average: 4.05 One strength the survey showed was that students generally felt that their teachers and the school as a whole created a welcoming environment. 73.68% of students strongly agreed/agreed with the statement: My Teacher creates a welcoming environment in the classroom and 73.48% of students strongly agreed/agreed with the statement: My School creates a welcoming environment. Before the school year commences, we spend time with all educators to discuss elements that make a welcoming learning space which positively impacts both student learning and social emotional wellness. Furthermore, the leadership team provides feedback and support to educators who may struggle in this area. Although we met our target rating of a minimum 3.5 or higher, we recognize some areas in which we want to continue to make growth. Our lowest rated question regarding school climate was: My School cares about me 3.88. 62.50% of students selected “Agree” or “Strongly Agree” while the rest selected “Neutral”, “Disagree”, “Strongly Disagree” or “I don’t know”. We plan to do the following: • Disaggregate the results by grade level, years attending, etc. so that we may consider if one group more than other agreed/disagreed more strongly with the statement- My School cares about me. • Hold focus groups with each grade that completed the survey to identify the factors that may have made them disagree with the statement. We also want to talk with these grade levels as well about what feeling cared about looks like for them. • For sustainability, we want to hold ongoing focus groups with students from all grade levels to gather their input and ideas on improving school climate and ensuring a welcoming environment for all students. Met 13JUN2023 2023 19647330122721 Aspire Pacific Academy 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 19647330122739 Vista Charter Middle 6 DATA Teachers have high expectations for me: 95% Agree/Strongly Agree Teachers make themselves available outside of class time: 87% Agree/Strongly Agree Teachers care that I learn: 95% Agree/Strongly Agree Teachers show a personal concern for me as an individual: 94% Agree/Strongly Agree I feel accepted by my teachers in my classes: 94% Agree/Strongly Agree I feel safe on campus: 92% Agree/Strongly Agree I feel a sense of community or belonging in my classes: 96% Agree/Strongly Agree Teachers ask me about my personal goals and plans for life: 74% Agree/Strongly Agree Teachers help me explore career goals: 72% Agree/Strongly Agree The classroom atmosphere supports my learning: 94% Agree/Strongly Agree I ask for help when I need it: 93% Agree/Strongly Agree Teachers encourage me to live a healthy lifestyle: 87% Agree/Strongly Agree I enjoy my teachers: 95% Agree/Strongly Agree Teachers help me learn: 98% Agree/Strongly Agree MEANING The survey data largely reveals strength in all areas with the need to improve in connecting with students in the areas of personal goals, plans for life and exploring of career goals. USE Our staff has analyzed the data and is developing schoolwide strategies to improve our approaches for connecting with students in the areas of personal goals, plans for life and exploring of career goals. Met 12JUN2023 2023 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. The following are strengths as identified by each educational partner group: -Students: Our students continue to identify Friends, teachers/staff, and school activities (sports) as the glows for this school year. This school year, the students added that they enjoy the activities that are taking place during break and lunch and in addition expressed that they really enjoy PE, STEAM and Art classes. -Families: Our families shared that they are most satisfied with the communication, the discipline we have in place, the quality of education and our teachers/staff. Overall, there was a sense that families trust our academic program and are satisfied with our quality in education. -Staff: Our staff identified that working with our students makes them feel satisfied and fulfilled. The teachers and staff identified our caring environment as a highlight and the supportive admin and staff too. 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, especially as students transition to a hybrid. 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 educational partner group: -Students: Our students continue to feel that the uniform/dress code is too strict and they dislike the food that LAUSD provides. Furthermore, our students also feel that not all students are treated equally and that some students get more consequences than others. In addition, the students shared their concern for having a substitute teacher in math class for the majority of the school year. -Family: Our families show concern with the safety aspect, and especially what they are seeing on social media or what they are hearing at home about school fights that are taking place more than ever. In addition, our families show dissatisfaction with our strict uniform rules and the traffic that is observable at drop off and pick up. -Staff: Our staff indicated that our school has unclear discipline policy and that we lack consequence for students with severe behaviors. Met 22JUN2023 2023 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. Overall, VCES had strong favorable responses. VCES’ lowest response was student engagement, with 66% indicating that they were excited to attend and participate in class activities. Meaning: We did not experience barriers in the collection of the data. VCES uses the Panorama survey questions and platform, which allows us to meaningfully disaggregate data. The biggest area of focus that emerged for us in the data is boosting student engagement for all grade levels and all groups of students. Use: VCES will use this data as we examine curricula and PBLs for the next school year; we will examine these with the lens of student mastery of standards as well as relevant and engaging content and teaching methods. Met 26JUN2023 2023 19647330122838 Valley Charter Middle 6 Data: Valley Charter Middle administers a student survey to 6th, 7th and 8th graders to understand their perceptions of school belonging, school climate, school engagement, school rigorous expectations, school safety, and school teacher-student relationships. The data indicates higher levels of favorability related to school safety, rigorous expectations and teacher-student relationships (above 50% positive perception) and lower levels of positive perception related to school belonging, school climate and school engagement (lower than 50%). Meaning: VCMS did not experience barriers in the collection of the data; we use the Panorama survey questions and platform, which allows us to meaningfully examine data. The biggest areas of focus that were revealed from the survey data this year is a need to boost school engagement, school climate, and school belonging. Our on-going work related to rigorous and engaging curricula, advisory as a means to foster student-teacher and student-school connections, and our on-going work to make our daily instructional program and extracurricular program exciting and meaningful to students addresses this data. Use: As indicated in the “meaning” response, for us the data indicates a need to continue the trajectory of work we established in SY 21/22 related to ensuring a rigorous and engaging curricula across classrooms, using advisory intentionally to build student-school connections, and continuing to allocate resources to an engaging school day and extracurricular day. We continue to refine each of these strands of work. Met 26JUN2023 2023 19647330122861 Camino Nuevo Charter Academy #2 6 The data shows that most students feel supported at their schools. There are also indicators that students feel safe as it relates to school health protocols for Covid prevention. The data also shows that most students have positive relationships with their teachers and school staff. We do see opportunities for fostering a sense of belonging in the community. Students went from a period of isolation in distance learning, to fully in-person learning. Strengthening their readiness to learn is also an area of focus for us as we plan ahead. Students are still adjusting to the inconsistencies that came with the Covid era of their academic experience. The community went from isolated studies to a full in-person educational setting. We believe that providing students with spaces to connect with the community and have a sense of connection will have a meaningful impact on their readiness to learn and feel a sense of belonging. We have started this strategic work with the following: -Implementing a Culture Calendar: This is dispersed to the student body at each school and community connection is highlighted and celebrated. -Anti-Bullying Assemblies/Campaigns : In an effort to foster a positive, accepting environment, we have had a “Call to action” for all students. In these spaces students are asked to make a commitment to speak up for one another. To take a stand against bullying. We have paired these assemblies with posters throughout the campuses to remind students of their commitment. -Assemblies about respecting personal space. : We have also seen that some students still battle with social anxiety and that can impede on the ability to focus. We intend to continue to combat this with assemblies that help with their social emotional awareness of themselves and the world around them. Trauma-Informed Training for staff: As we continue to be strategic in our approach with students, we see the importance of staff involvement. For this reason we have spaces where teachers and school staff can learn ways to engage with students in ways that allow them to thrive and remind them of their strengths and capabilities. We believe every child-facing adult on campus can have a meaningful impact in a child’s life. -Alternatives to suspension: We have had a strong push toward restorative practices as it relates to student behavior. Not only in opportunities for staff professional development, but also in our systems. We always consider restorative ways to respond to behavior in lieu of suspension or other punitive measures whenever possible. Met 20JUN2023 2023 19647330123133 Alliance Susan and Eric Smidt Technology High 6 Every year, all our students receive a student survey that allows them to express their satisfaction with the school as well as their Social-Emotional health and perspectives on the supports of that kind they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. In response to a variety of questions that addressed student feelings regarding supportive relationships at our school, 83% of students gave overall positive responses. When also considering that 88% of our students responded with overall positive satisfaction regarding our school in general, we see many reasons to be positive about the impact our school is having on our students holistically as they work towards academic success in a physically and emotionally safe place. Met 07JUN2023 2023 19647330123141 Alliance Ted K. Tajima High 6 Every year, all our students receive a student survey that allows them to express their satisfaction with the school as well as their Social-Emotional health and perspectives on the supports of that kind they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. In response to a variety of questions that addressed student feelings regarding supportive relationships at our school, 77% of students gave overall positive responses. When also considering that 82% of our students responded with overall positive satisfaction regarding our school in general, we see many reasons to be positive about the impact our school is having on our students holistically as they work towards academic success in a physically and emotionally safe place. Met 07JUN2023 2023 19647330123158 Arts In Action Community Charter 6 The school administers a student climate survey that is aligned to the California Healthy Kids Survey, with additional questions specific to the needs that the community and school have identified, and focus areas specific to our context and programming. The student survey is administered three times a year, which far exceeds the requirements to administer the survey every other year. The results of the student surveys are shared with staff, families, students, and the local governing board. 1. Key learnings from the survey results are the significant social-emotional and mental health needs of our students. We believe that mental health needs have exponentially increased post the Covid-19 pandemic. We are seeing far more students who are in need of formalized comprehensive counseling and other support services in the school setting. Students are also identifying this need themselves, as evidenced by the survey results. We have learned that mental health needs are not going to go away, and will continue to be an area of high need and thus priority for many years to come. 2. The disaggregated results of the survey show that there are also many areas of strength. Students feel like they can connect and build relationships with staff, and the school campus is perceived as welcoming and inclusive. Main areas of need are the mental health needs, which is aligned with the feedback from parents and families and staff as well. 3. The LEA is currently reflecting and revising our social-emotional supports. We want to see improvement in mid-year and end of year data compared to the baseline data collected at the beginning of the year. We also want to see year over year growth. Actions have included increasing our counseling team, increasing professional development for families and staff, and thinking through ways to build up school-wide initiatives and positive behavior supports. In addition, the school has partnered with community agencies that help provide wraparound services. Met We believe that students are also able to honestly share their mental health needs due to the inclusive and supportive school environment that the LEA has built. Students feel comfortable expressing themselves, and admitting to needing help, which is the first step. We are cognizant that all schools are struggling with mental health needs, and this issue is particularly notable in communities like ours that experience a lot of poverty related trauma. 10JUN2023 2023 19647330123166 ISANA Palmati Academy 6 In Spring of 2023, 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. 78 students completed the survey- an increase in participants from the previous school year. An analysis is below. Students rated their school and teacher on a 1-5 scale (1 being strongly disagree, 5 being strongly agree). The questions asked were as follows: My School… • Creates a welcoming environment. • Creates a safe environment. • Cares about me My Teacher… • Creates a welcoming environment. • Shows respect towards me, • Creates an environment where I am comfortable asking and answering questions. Palmati “My School” School Climate Questions: 3.70 “My Teacher” School Climate Questions: 4.04 Average: 3.87 One strength the survey showed was that students generally felt that they were treated respectfully. 81.43% of students strongly agreed/agreed with the statement: My Teacher shows respect towards me. All educators, including teachers, engage in professional development that focuses on building and maintaining positive relationships with students. Furthermore, the leadership team provides feedback and support to educators who may struggle in this area. Although we met our target rating of a minimum 3.5 or higher, we recognize some areas in which we want to continue to make growth. Our lowest rated question regarding school climate was: My School cares about me 3.68. 63.49% of students selected “Agree” or “Strongly Agree” while the rest selected “Neutral”, “Disagree”, “Strongly Disagree” or “I don’t know”. We plan to do the following: • Disaggregate the results by grade level, years attending, etc. so that we may consider if one group more than other agreed/disagreed more strongly with the statement- My School cares about me. • Hold focus groups with each grade that completed the survey to identify the factors that may have made them disagree with the statement. We also want to talk with these grade levels as well about what feeling cared about looks like for them. • For sustainability, we want to hold ongoing focus groups with students from all grade levels to gather their input and ideas on improving school climate and ensuring a welcoming environment for all students. Met 13JUN2023 2023 19647330123984 ISANA Cardinal Academy 6 In Spring of 2023, 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. 149 students completed the survey- an increase in participants from the previous school year. An analysis is below. Students rated their school and teacher on a 1-5 scale (1 being strongly disagree, 5 being strongly agree). The questions asked were as follows: My School… • Creates a welcoming environment. • Creates a safe environment. • Cares about me My Teacher… • Creates a welcoming environment. • Shows respect towards me, • Creates an environment where I am comfortable asking and answering questions. Cardinal “My School” School Climate Questions: 4.53 “My Teacher” School Climate Questions: 4.55 Average: 4.54 Overall, School Climate is an area of strength at ISANA Cardinal. All questions were rated a 4.41 or higher, with 87% or more of participants agreeing or strongly agreeing with all school climate statements. We plan to continue spending time at the beginning of each school year and throughout the school year to support educators in creating learning spaces inside and outside of the classroom that help students feel welcome, safe and cared for. Met 13JUN2023 2023 19647330123992 Animo Ellen Ochoa Charter Middle 6 Post Distance Learning, the school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. Data will be analyzed each month in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. In 2021-22, the school celebrated a low suspension rate of 0%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school continues to monitor suspension rates over time to ensure the school reaches a low suspension rate. The school also utilizes survey results from both parents and students as a measure of success for this priority. Met 30JUN2023 2023 19647330124008 Animo James B. Taylor Charter Middle 6 Post Distance Learning, the school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. Data will be analyzed each month in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. In 2021-22, the school celebrated a low suspension rate of 0.40%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school continues to monitor suspension rates over time to ensure the school reaches a low suspension rate. The school also utilizes survey results from both parents and students as a measure of success for this priority. Met 30JUN2023 2023 19647330124016 Animo Legacy Charter Middle 6 Post Distance Learning, the school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. Data will be analyzed each month in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. In 2021-22, the school celebrated a low suspension rate of 0.2%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school continues to monitor suspension rates over time to ensure the school reaches a low suspension rate. The school also utilizes survey results from both parents and students as a measure of success for this priority. Met 30JUN2023 2023 19647330124198 Extera Public 6 School climate and PBIS is a strong focus at EPS since the return to the classroom from the pandemic. We are in our second year of a PBIS and SEL revamp process, and year 1 of an SEL curriculum pilot. Our Panorama survey data shows a clear delineation between results for school climate and safety between our elementary and middle school students. One area of success per the student survey is in the category of student-teacher relationships, school belonging, and school mindset for elementary school, in which our school results fell within the 40th-59th percentile nationally. Per our student data via the Panorama Education Platform, students in 3rd-5th grade results show that Extera is in the 20th-39th percentile nationally relating to school safety, and 6th-8th grade student responses are in the 0st-19th percentile nationally. Regarding school climate, 52% of students in 3rd-5th grade responded favorably, while only 21% of middle school students responded favorably. School engagement is another key factor, with 38% of elementary school students responding favorably in comparison to 19% in middle school. Based on this data, our schools are implementing two pilot SEL programs this year to determine the best fit for our students. Our middle school SEL, climate and school safety is a large focus this year. The PBIS initiatives would be led by the Coordinator of Student Services, Assistant Principal, and School Wellness Counselor. Social emotional learning will be assisted through the regular implementation of a social emotional curriculum which is currently being selected through a pilot program during the 2023-2024 school year. Staff would utilize the Panorama Student Success Platform to monitor and provide targeted behavioral interventions. In addition, we are implementing a fall survey with all students at the school and class level, to support baseline data relating to SEL and school climate in order to support teacher and school site continuous growth. Lastly, the role of Coordinator of Student Services was added this year to help support the implementation and fidelity of our SEL, PBIS and MTSS programming. Met 13JUN2023 2023 19647330124222 Rise Kohyang Middle 6 DATA The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2023 administration of the Panorama Survey: - Cultural Awareness and Action 65% - School Safety 61% - Teacher-Student Relationships 54% - School Climate 41% - Sense of Belonging 35% 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: Life Experience Lessons, utilizing incentives, homework policies, clubs, and activities. The school has identified the following as areas of growth: Teacher-Student Relationships, School Climate, and Sense of Belonging. Students have shared areas of growth for school climate include: revising the cell phone and uniform policies, improving facilities and school food. 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 connections 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 percentage 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 27JUN2023 2023 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 2023. The survey data showed the highest scores for “high expectations of adults in school,” followed by “caring adults in school.” In response to lower levels of students reports a sense of “school connectedness,” SQA implemented a number of actions in the past school year that we plan to build on in the coming year. To support our incoming 9th grade students with their transition to HS, we offer a Summer Bridge program to provide students the opportunity to build relationships with their peers and staff. Once the school year starts, the mentorship club matches seniors with freshmen to support the transition to high school through regular meetings and events. All students are assigned an advisory class to support their academic, socio-emotional, college and career readiness needs. Advisory lessons are taught by the faculty covering a wide range of topics focused on SEL and DEI supports available to all students. All advisory lessons consist of a community-building activity each week. In addition, advisory faculty move up with their assigned cohort throughout the four years to assist in developing a strong rapport with their advisory students. To provide additional social-emotional support and academic guidance, SQA employs five academic counselors, one College Counselor, and three DIS counselors to support the whole child. We started our PBIS implementation by creating a school-wide rewards system where teachers recognize students for positive behavior and students are able to earn prizes to encourage a positive schoolwide climate. Met 13JUN2023 2023 19647330124784 Aspire Slauson Academy Charter 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 19647330124792 Aspire Juanita Tate Academy Charter 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 19647330124800 Aspire Inskeep Academy Charter 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 19647330124818 Los Angeles Leadership Primary Academy 6 95% of parents and students feel that LALPA is a safe school for students. 91% of students feel connected to the school community. LALPA plans to have a school counselor TK-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 two security guards 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 28JUN2023 2023 19647330124826 Camino Nuevo Charter Academy #4 6 The data shows that most students feel supported at their schools. There are also indicators that students feel safe as it relates to school health protocols for Covid prevention. The data also shows that most students have positive relationships with their teachers and school staff. We do see opportunities for fostering a sense of belonging in the community. Students went from a period of isolation in distance learning, to fully in-person learning. Strengthening their readiness to learn is also an area of focus for us as we plan ahead. Students are still adjusting to the inconsistencies that came with the Covid era of their academic experience. The community went from isolated studies to a full in-person educational setting. We believe that providing students with spaces to connect with the community and have a sense of connection will have a meaningful impact on their readiness to learn and feel a sense of belonging. We have started this strategic work with the following: Implementing a Culture Calendar: This is dispersed to the student body at each school and community connection is highlighted and celebrated. Anti-Bullying Assemblies/Campaigns : In an effort to foster a positive, accepting environment, we have had a “Call to action” for all students. In these spaces students are asked to make a commitment to speak up for one another. To take a stand against bullying. We have paired these assemblies with posters throughout the campuses to remind students of their commitment. Assemblies about respecting personal space: We have also seen that some students still battle with social anxiety and that can impede on the ability to focus. We intend to continue to combat this with assemblies that help with their social emotional awareness of themselves and the world around them. Trauma-Informed Training for staff: As we continue to be strategic in our approach with students, we see the importance of staff involvement. For this reason we have spaces where teachers and school staff can learn ways to engage with students in ways that allow them to thrive and remind them of their strengths and capabilities. We believe every child-facing adult on campus can have a meaningful impact in a child’s life. Alternatives to suspension: We have had a strong push toward restorative practices as it relates to student behavior. Not only in opportunities for staff professional development, but also in our systems. We always consider restorative ways to respond to behavior in lieu of suspension or other punitive measures whenever possible. Met 20JUN2023 2023 19647330124891 Alliance Renee and Meyer Luskin Academy High 6 Every year, all our students receive a student survey that allows them to express their satisfaction with the school as well as their Social-Emotional health and perspectives on the supports of that kind they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. In response to a variety of questions that addressed student feelings regarding supportive relationships at our school, 81% of students gave overall positive responses. When also considering that 74% of our students responded with overall positive satisfaction regarding our school in general, we see many reasons to be positive about the impact our school is having on our students holistically as they work towards academic success in a physically and emotionally safe place. Met 07JUN2023 2023 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 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 72% Confer My teacher respects my ideas and suggestions 76% Confer My teacher wants us to share our thoughts 78% Consolidate The comments that I get on my work in this class help me understand how to improve. 76% Control Student behavior in this class is under control. 76% 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. 81% MEANING: PUC eCALS received an overall score of 4.13 of 5 and an Average % Favorable of 77%. During the 2022-2023 SY PUC eCALS continued to focus on student engagement. 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. USE: The social-emotional well-being of all students is also another focus during the 2022-2023 SY and moving into the 2023-2024 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 08JUN2023 2023 19647330124941 Alliance Margaret M. Bloomfield Technology Academy High 6 Every year, all our students receive a student survey that allows them to express their satisfaction with the school as well as their Social-Emotional health and perspectives on the supports of that kind they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. In response to a variety of questions that addressed student feelings regarding supportive relationships at our school, 81% of students gave overall positive responses. When also considering that 77% of our students responded with overall positive satisfaction regarding our school in general, we see many reasons to be positive about the impact our school is having on our students holistically as they work towards academic success in a physically and emotionally safe place. Met 07JUN2023 2023 19647330125609 KIPP Philosophers Academy 6 Each fall and spring, KIPP SoCal administers a survey to students 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 and well-being of our school climate. Specific results from the Fall 2022-2023 survey on school safety and connectedness are included below: % of students reporting I am happy to be at this school: All students - 55% These survey results provided a general overview of student experiences at KIPP SoCal for the 2022-23 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. In addition, as part of our efforts to improve on family engagement and events, we will continue to provide more avenues for students to engage with their peers and team members outside of instructional class time. 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 (89%) and have at least one friend at school they can trust (98%). Our staff plans to leverage these relationships to improve students' overall experiences to increase their happiness at our school. KIPP SoCal will prioritize creating joyful learning and engaging experiences for students during the upcoming school year by providing more engagement events, celebrations, and opportunities for families to provide input. Met 15JUN2023 2023 19647330125625 KIPP Scholar Academy 6 Each fall and spring, KIPP SoCal administers a survey to students 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 and well-being of our school climate. Specific results from the Fall 2022-2023 survey on school safety and connectedness are included below: % of students reporting I am happy to be at this school: All students - 49% These survey results provided a general overview of student experiences at KIPP SoCal for the 2022-23 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. In addition, as part of our efforts to improve on family engagement and events, we will continue to provide more avenues for students to engage with their peers and team members outside of instructional class time. 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 (89%) and have at least one friend at school they can trust (98%). Our staff plans to leverage these relationships to improve students' overall experiences to increase their happiness at our school. KIPP SoCal will prioritize creating joyful learning and engaging experiences for students during the upcoming school year by providing more engagement events, celebrations, and opportunities for families to provide input. Met 15JUN2023 2023 19647330125641 KIPP Sol Academy 6 Each fall and spring, KIPP SoCal administers a survey to students 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 and well-being of our school climate. Specific results from the Fall 2022-2023 survey on school safety and connectedness are included below: % of students reporting I am happy to be at this school: All students - 54% These survey results provided a general overview of student experiences at KIPP SoCal for the 2022-23 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. In addition, as part of our efforts to improve on family engagement and events, we will continue to provide more avenues for students to engage with their peers and team members outside of instructional class time. 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 (89%) and have at least one friend at school they can trust (98%). Our staff plans to leverage these relationships to improve students' overall experiences to increase their happiness at our school. KIPP SoCal will prioritize creating joyful learning and engaging experiences for students during the upcoming school year by providing more engagement events, celebrations, and opportunities for families to provide input. Met 15JUN2023 2023 19647330125864 Ednovate - USC Hybrid High College Prep 6 USC Hybrid High 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. In the 2022-23 school year, 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, and shared with the Board through our Strategic Plan dashboard. 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 2022-23 school year, 92.3% 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. Additionally, completes Quarterly FIT Walk-thru’s, and have followed all health and safety protocols to ensure our students and staff come into campus that everyone is in a safe environment. 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. 15JUN2023 2023 19647330126136 Math and Science College Preparatory 6 At Math and Science College Preparatory, we prioritize both the safety and sense of belonging of our students, and we demonstrate our commitment to these principles by conducting an annual survey among all our students. When we inquired about their feelings regarding classroom safety, 95% of our students responded with agree or strongly agree. This high percentage underscores our dedication to maintaining a secure and welcoming learning environment for all students. It not only reflects our proactive approach to addressing safety concerns but also highlights the sense of trust and security that our institution instills in our student body. Our commitment to fostering a safe and connected community remains unwavering, and we will continue to use feedback and data to enhance the educational experience for all. Met 28JUN2023 2023 19647330126169 Equitas Academy #2 6 In December 2022, and May 2023, a nationally normed survey from Panorama Education was given to all students at our school. The data was reported at the board meeting directly following the analysis, and specific data on School Safety and School Belonging/Connectedness was communicated. The school showed strengths in school safety, and removing barriers to student engagement. The school found areas of growth in school fit and family engagement. The school has engaged parent leadership committees and public cafecitos in order to improve these indicators. Met 29JUN2023 2023 19647330126177 Citizens of the World Charter School Silver Lake 6 Results will be analyzed to identify areas of strength and areas for growth, and then will be presented to our educational partners. Grades 3-5: Student Survey • How well do teachers and staff in your school understand you as a person? 72% • How well do other students in your school understand you as a person? 70% • How much do you feel you matter to your teachers and staff at your school? 73% • How much do you feel you matter to other students at your school? 70% • How much are you able to be your authentic self at school? 72% • How often do you make sure that other students are not left out of school activities? 60% • How often does your teacher have conversations about race and identify with students? 40% • How comfortable are you talking about race & identity at school? 60% • How excited are you about what you have been learning? 62% • In the past few days, how challenging have your learning activities been? 30% • How often do you use ideas from your class in your daily life? 27% • How well have you learned a new skill or strategy to respond to a difficult time or a big emotion? 53% • How much do you feel you belong or are included at your school? 68% • If you need help in your life, how likely are you to turn to at least one adult at your school that you trust? 48% Grades 6-8 Student Survey: • How well do teachers and staff in your school understand you as a person? 48% • How well do other students in your school understand you as a person? 52% • How much do you matter to your teachers and staff at your school? 49% • How much do you matter to other students at your school? 38% • How much do you feel you belong in your school? 54% • How often do you help other students feel like they belong in your school? 38% • 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? 42% • At your school, how often do students have important conversations about race and/or identity, even when they might be uncomfortable? 40% • How comfortable are you sharing your thoughts about race-and identity-related topics with other students at your school? 46% • How excited are you about what you have been learning? 24% • In the past few days, how challenging have your learning activities been? 23% • How often do you use ideas from your class in your daily life? 20% • How well have you learned a new skill or strategy to respond to a difficult time or a big emotion? 35% • If you need help in your life, how likely are you to turn to at least one adult at your school that you trust? 30% • How much do you feel diversity is valued at our school? 63% • How much do you interact with students outside of your friend circle? 47% Met 28JUN2023 2023 19647330126193 Citizens of the World Charter School Mar Vista 6 Citizens of the World – Mar Vista administered an organization-wide survey. Results will be analyzed to identify areas of strength and areas for growth, and then will be presented to our educational partners. Grade 3-5: Student Survey • How well do teachers and staff in your school understand you as a person? 74% • How well do other students in your school understand you as a person? 70% • How much do you feel you matter to your teachers and staff at your school? 73% • How much do you feel you matter to other students at your school? 62% • How much are you able to be authentic self at school? 73% • How often do you make sure that other students are not left out of school activities? 60% • How often does your teacher have conversations about race and identify with students? 18% • How comfortable are you talking about race & identity at school? 45% • How excited are you about what you have been learning? 58% • In the past few days, how challenging have your learning activities been? 30% • How often do you use ideas from your class in your daily life? 25% • How well have you learned a new skill or strategy to respond to a difficult time or a big emotion? 35% • How much do you feel you belong or are included at your school? 73% • If you need help in your life, how likely are you to turn to at least one adult at your school that you trust? 51% Grades 6-8 Student Survey: • How well do teachers and staff in your school understand you as a person? 63% • How well do other students in your school understand you as a person? 53% • How much do you matter to your teachers and staff at your school? 62% • How much do you matter to other students at your school? 62% • How much do you feel you belong in your school? 55% • How often do you help other students feel like they belong in your school? 40% • 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? 45% • At your school, how often do students have important conversations about race and/or identity, even when they might be uncomfortable? 30% • How comfortable are you sharing your thoughts about race-and identity-related topics with other students at your school? 48% • How excited are you about what you have been learning? 35% • In the past few days, how challenging have your learning activities been? 26% • How often do you use ideas from your class in your daily life? 18% • How well have you learned a new skill or strategy to respond to a difficult time or a big emotion? 33% • If you need help in your life, how likely are you to turn to at least one adult at your school that you trust? 32% • How much do you feel diversity is valued at our school? 51% • How much do you interact with students outside of your friend circle? 35% Met 28JUN2023 2023 19647330126797 Aspire Centennial College Preparatory Academy 6 We routinely obtain feedback through surveys, town halls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 19647330127670 KIPP Iluminar Academy 6 Each fall and spring, KIPP SoCal administers a survey to students 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 and well-being of our school climate. Specific results from the Fall 2022-2023 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 2022-23 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. In addition, as part of our efforts to improve on family engagement and events, we will continue to provide more avenues for students to engage with their peers and team members outside of instructional class time. 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 (89%) and have at least one friend at school they can trust (98%). Our staff plans to leverage these relationships to improve students' overall experiences to increase their happiness at our school. KIPP SoCal will prioritize creating joyful learning and engaging experiences for students during the upcoming school year by providing more engagement events, celebrations, and opportunities for families to provide input. Met 15JUN2023 2023 19647330127886 City Language Immersion Charter 6 City Language Immersion Charter administers an annual student classroom survey school wide. Educational excellence, culture and climate, and diversity are the three topics that are addressed. The results of this indicated a 96% favorable outcome on educational excellence and 93% favorable outcome in culture and climate. When looking at disaggregated results there is no single subgroup that stands out, with all percentages falling in the 90s. The lowest percentage result was 72% in the area of diversity. When looking at a breakdown it was noted that 66% of students feel that their teachers know their lives outside of school. In addition, students in 3rd-5th grade are asked to complete an additional survey around topics of social emotional learning. The highest favorable response was Climate of Support for Academic Learning with 78%. The lowest area was identified as Self-efficacy with a 53% favorable response. When looking at subgroups it was noted that English Learners are scoring the lowest in both Self-efficacy and Growth Mindset, indicating action needs to be taken to address this number. City Language Immersion Charter will continue to provide professional development to teachers in the area of social emotional learning. This will help teachers develop lessons and a classroom culture that encourages a growth mindset with all students. Met 28JUN2023 2023 19647330127894 Valor Academy High 6 DATA The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2023 administration of the Panorama Survey: ? Cultural Awareness and Action 68% ? School Safety 52% ? Teacher-Student Relationships 51% ? School Climate 37% ? Sense of Belonging 34% 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: Life Experience Lessons, college preparation, field days, pride meetings, sports and festivals. The school has identified the following as areas of growth: School Climate and Sense of Belonging. Students have shared areas of growth for school climate include: revising the uniform and phone policies, new school lunches, longer breaks, and monitoring student use of inappropriate language. 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 27JUN2023 2023 19647330127910 Camino Nuevo High #2 6 The data shows that most students feel supported at their schools. There are also indicators that students feel safe as it relates to school health protocols for Covid prevention. The data also shows that most students have positive relationships with their teachers and school staff. We do see opportunities for fostering a sense of belonging in the community. Students went from a period of isolation in distance learning, to fully in-person learning. Strengthening their readiness to learn is also an area of focus for us as we plan ahead. Students are still adjusting to the inconsistencies that came with the Covid era of their academic experience. The community went from isolated studies to a full in-person educational setting. We believe that providing students with spaces to connect with the community and have a sense of connection will have a meaningful impact on their readiness to learn and feel a sense of belonging. We have started this strategic work with the following: Implementing a Culture Calendar: This is dispersed to the student body at each school and community connection is highlighted and celebrated. Anti-Bullying Assemblies/Campaigns : In an effort to foster a positive, accepting environment , we have had a “Call to action” for all students. In these spaces students are asked to make a commitment to speak up for one another. To take a stand against bullying. We have paired these assemblies with posters throughout the campuses to remind students of their commitment. Assemblies about respecting personal space. : We have also seen that some students still battle with social anxiety and that can impede on the ability to focus. We intend to continue to combat this with assemblies that help with their social emotional awareness of themselves and the world around them. Trauma-Informed Training for staff: As we continue to be strategic in our approach with students, we see the importance of staff involvement. For this reason we have spaces where teachers and school staff can learn ways to engage with students in ways that allow them to thrive and remind them of their strengths and capabilities. We believe every child-facing adult on campus can have a meaningful impact in a child’s life. Alternatives to suspension: We have had a strong push toward restorative practices as it relates to student behavior. Not only in opportunities for staff professional development, but also in our systems. We always consider restorative ways to respond to behavior in lieu of suspension or other punitive measures whenever possible. Met 20JUN2023 2023 19647330127936 PREPA TEC - Los Angeles 6 Not Met 2023 19647330127985 Ingenium Charter Middle 6 The school has students in grades 3-5 take a twice annual survey from Panorama Education. The following reflects the data from the Spring 2023 survey: - Supportive Relationships: 78% responded favorably (20th-39th percentile) - School Safety: 64% responded favorably (60th-79th percentile) There is a continued need to focus on improving overall school safety, and ensuring positive, supportive relationships. 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 13JUN2023 2023 19647330128009 Alliance Virgil Roberts Leadership Academy 6 Every year, all our students receive a student survey that allows them to express their satisfaction with the school as well as their Social-Emotional health and perspectives on the supports of that kind they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. In response to a variety of questions that addressed student feelings regarding supportive relationships at our school, 77% of students gave overall positive responses. When also considering that 81% of our students responded with overall positive satisfaction regarding our school in general, we see many reasons to be positive about the impact our school is having on our students holistically as they work towards academic success in a physically and emotionally safe place. Met 07JUN2023 2023 19647330128033 Alliance College-Ready Middle Academy 8 6 Every year, all our students receive a student survey that allows them to express their satisfaction with the school as well as their Social-Emotional health and perspectives on the supports of that kind they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. In response to a variety of questions that addressed student feelings regarding supportive relationships at our school, 78% of students gave overall positive responses. When also considering that 84% of our students responded with overall positive satisfaction regarding our school in general, we see many reasons to be positive about the impact our school is having on our students holistically as they work towards academic success in a physically and emotionally safe place. Met 07JUN2023 2023 19647330128041 Alliance Kory Hunter Middle 6 Every year, all our students receive a student survey that allows them to express their satisfaction with the school as well as their Social-Emotional health and perspectives on the supports of that kind they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. In response to a variety of questions that addressed student feelings regarding supportive relationships at our school, 81% of students gave overall positive responses. When also considering that 79% of our students responded with overall positive satisfaction regarding our school in general, we see many reasons to be positive about the impact our school is having on our students holistically as they work towards academic success in a physically and emotionally safe place. Met 07JUN2023 2023 19647330128058 Alliance College-Ready Middle Academy 12 6 Every year, all our students receive a student survey that allows them to express their satisfaction with the school as well as their Social-Emotional health and perspectives on the supports of that kind they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. In response to a variety of questions that addressed student feelings regarding supportive relationships at our school, 78% of students gave overall positive responses. When also considering that 79% of our students responded with overall positive satisfaction regarding our school in general, we see many reasons to be positive about the impact our school is having on our students holistically as they work towards academic success in a physically and emotionally safe place. Met 07JUN2023 2023 19647330128132 Extera Public School No. 2 6 chool climate and PBIS is a strong focus at EPS 2 since the return to the classroom from the pandemic. We are in our second year of a PBIS and SEL revamp process, and year 1 of an SEL curriculum pilot. Our Panorama survey data shows contrasting results in the areas of school teacher-student relationships and valuing of school. One area of success per the student survey is in the categories of school belonging (60th-79th percentile nationally), school safety (40th-59th percentile nationally), and school mindset (40th-59th percentile nationally), and self-efficacy for math (60th-79th percentile nationally). Per our student data via the Panorama Education Platform, students in 3rd-5th grade results show that school climate is in the 20th-39th percentile nationally. Areas for growth include student survey data regarding classroom effort(0-19th percentile nationally), self-management (0-19th percentile nationally), and self-efficacy for ELA (20th-39th percentile nationally). Based on this data, our schools are implementing two pilot SEL programs this year to determine the best fit for our students. The PBIS initiatives will be led by the Coordinator of Student Services, Assistant Principal, and School Wellness Counselor. Social emotional learning will be assisted through the regular implementation of a social emotional curriculum which is currently being selected through a pilot program during the 2023-2024 school year. Staff will utilize the Panorama Student Success Platform to monitor and provide targeted behavioral interventions. In addition, we are implementing a fall survey with all students at the school and class level, to support baseline data relating to SEL and school climate in order to support teacher and school site continuous growth. Lastly, the role of Coordinator of Student Services was added this year to help support the implementation and fidelity of our SEL, PBIS and MTSS programming. Met 20JUN2023 2023 19647330128371 New Horizons Charter Academy 6 Not Met For Two or More Years 2023 19647330128512 KIPP Academy of Innovation 6 Each fall and spring, KIPP SoCal administers a survey to students 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 and well-being of our school climate. Specific results from the Fall 2022-2023 survey on school safety and connectedness are included below: % of students reporting I am happy to be at this school: All students - 69% These survey results provided a general overview of student experiences at KIPP SoCal for the 2022-23 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. In addition, as part of our efforts to improve on family engagement and events, we will continue to provide more avenues for students to engage with their peers and team members outside of instructional class time. 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 (89%) and have at least one friend at school they can trust (98%). Our staff plans to leverage these relationships to improve students' overall experiences to increase their happiness at our school. KIPP SoCal will prioritize creating joyful learning and engaging experiences for students during the upcoming school year by providing more engagement events, celebrations, and opportunities for families to provide input. Met 15JUN2023 2023 19647330129270 Animo Mae Jemison Charter Middle 6 Post Distance Learning, the school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. Data will be analyzed each month in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. In 2021-22, the school celebrated a low suspension rate of 0.19%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school continues to monitor suspension rates over time to ensure the school reaches a low suspension rate. The school also utilizes survey results from both parents and students as a measure of success for this priority. Met 30JUN2023 2023 19647330129460 KIPP Vida Preparatory Academy 6 Each fall and spring, KIPP SoCal administers a survey to students 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 and well-being of our school climate. Specific results from the Fall 2022-2023 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 2022-23 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. In addition, as part of our efforts to improve on family engagement and events, we will continue to provide more avenues for students to engage with their peers and team members outside of instructional class time. 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 (89%) and have at least one friend at school they can trust (98%). Our staff plans to leverage these relationships to improve students' overall experiences to increase their happiness at our school. KIPP SoCal will prioritize creating joyful learning and engaging experiences for students during the upcoming school year by providing more engagement events, celebrations, and opportunities for families to provide input. Met 15JUN2023 2023 19647330129593 PUC Inspire Charter Academy 6 DATA: 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 71% Care My teacher in this class makes me feel that she really cares about me 76% Care My teacher really tries to understand how students feel about things 75% Confer My teacher respects my ideas and suggestions 83% 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. 80% Control Student behavior in this class is under control. 64% 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. 84% MEANING: PUC Inspire received an overall score of 4.25 of 5 and an Average % Favorable of 81%. During the 2022-2023 SY, PUC Inspire continued to focus on student engagement. 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. USE: The social-emotional well-being of all students is also another focus during the 2022-2023 SY and moving into the 2023-2024 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 08JUN2023 2023 19647330129619 PUC Community Charter Elementary 6 DATA: 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. 93% Care My teacher in this class makes me feel that she really cares about me. 81% Care I like the way my teacher treats me when I need help. 81% Confer My teacher wants me to share my thinking and ideas. 46% Confer My teacher wants me to explain my answers - why I think what I think. 67% Consolidate My teacher takes the time to help me think about what I have learned. 65% Control My teacher makes sure that I follow the classroom norms and the Habits of a Scholar. 89% Safety I feel safe in my classroom. 74% Safety I know my teacher will help me if I feel that people are being unkind. 84% MEANING: PUC CCES received an overall score of 3.59 of 4 and an Average % Favorable of 72%. During the 2022-2023 SY, PUC CCES continued to focus on student engagement. 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. USE: The social-emotional well-being of all students is also another focus during the 2022-2023 SY and moving into the 2023-2024 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 08JUN2023 2023 19647330129627 TEACH Tech Charter High 6 Not Met 2023 19647330129650 Equitas Academy #3 Charter 6 In December 2022, and May 2023, a nationally normed survey from Panorama Education was given to all students at our school. The data was reported at the board meeting directly following the analysis, and specific data on School Safety and School Belonging/Connectedness was communicated. The school showed strengths in school safety, and removing barriers to student engagement. The school found areas of growth in school fit and family engagement. The school has engaged parent leadership committees and public cafecitos in order to improve these indicators. Met 29JUN2023 2023 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. Met 27JUN2023 2023 19647330129858 Everest Value 6 In the spring of 2023, 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: 48% of the students who responded that they feel they belong to the school 71% of the students who responded feel safe at the school 67% of the students feel the rules a the school are fair for all students 78% of the students feel the staff makes it clear that bullying is not tolerated 76% of the students are aware of counseling services at the school In the survey on question 14, 78% of the parents expressed their child feels safe at school. While we value that 78% of the parents feel their children are safe at school, we would like a higher percentage of students (48%)to feel they belong and feel safe(71%) at our school. Our hope is that now that safety restrictions for COVID 19 have been 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 and our Nutrition Program Director so we hope these options increase the rating in food. Met 09JUN2023 2023 19647330129866 Village Charter Academy 6 Based on student surveys evaluating school climate the school scored an overall average of 88%, meeting Local Indicator 6. The areas of greatest strength were having access to technology, knowing what to do during an emergency, communicating their progress to their parents and if the school principals expects students to follow the rules. All of these strengths indicate that students understand the school has clear expectations that is communicated to both them and their parents. The area to be addressed as an area for improvement was keeping the school clean and feeling safe in school. Met 24JUN2023 2023 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 15JUN2023 2023 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 15JUN2023 2023 19647330131771 KIPP Ignite Academy 6 Each fall and spring, KIPP SoCal administers a survey to students 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 and well-being of our school climate. Specific results from the Fall 2022-2023 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 2022-23 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. In addition, as part of our efforts to improve on family engagement and events, we will continue to provide more avenues for students to engage with their peers and team members outside of instructional class time. 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 (89%) and have at least one friend at school they can trust (98%). Our staff plans to leverage these relationships to improve students' overall experiences to increase their happiness at our school. KIPP SoCal will prioritize creating joyful learning and engaging experiences for students during the upcoming school year by providing more engagement events, celebrations, and opportunities for families to provide input. Met 15JUN2023 2023 19647330131797 KIPP Promesa Prep 6 Each fall and spring, KIPP SoCal administers a survey to students 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 and well-being of our school climate. Specific results from the Fall 2022-2023 survey on school safety and connectedness are included below: % of students reporting I am happy to be at this school: All students - 79% These survey results provided a general overview of student experiences at KIPP SoCal for the 2022-23 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. In addition, as part of our efforts to improve on family engagement and events, we will continue to provide more avenues for students to engage with their peers and team members outside of instructional class time. 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 (89%) and have at least one friend at school they can trust (98%). Our staff plans to leverage these relationships to improve students' overall experiences to increase their happiness at our school. KIPP SoCal will prioritize creating joyful learning and engaging experiences for students during the upcoming school year by providing more engagement events, celebrations, and opportunities for families to provide input. Met 15JUN2023 2023 19647330131821 Collegiate Charter High School of Los Angeles 6 The CA Healthy Kids Survey was not conducted in 2022-23. Two charts outlining a summary of key findings from the last time it was conducted are included in the FALL 2023 CA DASHBOARD LOCAL INDICATORS REPORT that can be found at https://www.collegiatecharterhighschooloflosangeles.org/school-policies. Met 20JUN2023 2023 19647330131904 Libertas College Preparatory Charter 6 In our fall student survey students showed a marked increase in belonging and engagement at school. 76.5% answered on student survey that they are “likely” or “very likely”, in response to the question: “How likely are you to refer a friend, family member, or neighbor to Libertas?” Students also recorded strong rates of belonging and having a trusted adult on campus. Students and parents both showed a low understanding about how to access student mental health resources on campus. Many did not know that there is a full time social worker there for any student or family who needs it. A major shift for next year is broadening the messaging about student mental health resources at Libertas. We will do this through multiple approaches: 1) include our social worker in summer orientation sessions with new families 2) Back to School Night 3) Parent Square introductions and 4) in “walk in” hours during student lunch times to reduce the barriers for students and parents to access support. Met 17JUN2023 2023 19647330132027 University Preparatory Value High 6 In the spring of 2023, Value Schools administered a survey to all stakeholders: Parents, Students and Staff. For the student survey, 452 students responded to the survey which is about 92% of the student body. From questions 84, 123, 124, 125, and 126 for students: 51% of the students who responded that they feel they belong to the school 72% 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 76% 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, 89% of the parents expressed their child feels safe at school. While we value that 89% 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 09JUN2023 2023 19647330132084 Alliance Marine - Innovation and Technology 6-12 Complex 6 Every year, all our students receive a student survey that allows them to express their satisfaction with the school as well as their Social-Emotional health and perspectives on the supports of that kind they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. In response to a variety of questions that addressed student feelings regarding supportive relationships at our school, 82.5% of students gave overall positive responses. When also considering that 70% of our students responded with overall positive satisfaction regarding our school in general, we see many reasons to be positive about the impact our school is having on our students holistically as they work towards academic success in a physically and emotionally safe place. Met 07JUN2023 2023 19647330132126 Bert Corona Charter High 6 "BCCHS's Areas of Demonstrated Strength and/or Progress • Graduation Rate Indicator ""Very High"" Areas Noted for Further Growth and/or Improvement • Suspension Rate Indicator ""Medium"" • English Learner Progress Indicator ""Low"" • English/Language Arts Indicator ""Low"" • Mathematics Indicator ""Very Low"" • SFA strategies for core course supports • Scheduled tutor support to work improve English language development • LTEL reclassification training for teachers and parents. • Critical Friends Groups • Observational Rounds and mentor teachers • Formalize our structures for analysis of local data sources and comparisons to prior years to impact cohort growth The school leadership continues to focus on instructional initiatives mandated and prescribed by the Executive Director and Governing Board: Get Better Faster instructional coaching with Relay school leader training, and NWEA periodic assessment implementation." Met 26JUN2023 2023 19647330132282 Ednovate - East College Prep 6 East College Prep 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. In the 2022-23 school year, 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, and shared with the Board through our Strategic Plan dashboard. 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 2022-23 school year, 87.60% 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. Additionally, completes Quarterly FIT Walk-thru’s, and have followed all health and safety protocols to ensure our students and staff come into campus that everyone is in a safe environment. 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. 15JUN2023 2023 19647330132928 Anahuacalmecac International University Preparatory of North America 6 Not Met 2023 19647330133272 PUC Triumph Charter Academy and PUC Triumph Charter High 6 "DATA: PUC TCA-TCHS conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. 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 75% Care My teacher really tries to understand how students feel about things 71% Confer My teacher respects my ideas and suggestions 76% Confer My teacher wants us to share our thoughts 77% Consolidate The comments that I get on my work in this class help me understand how to improve. 76% Control Student behavior in this class is under control. 63% Safety I feel physically safe in this classroom. 75% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 80% PUC TCHS: 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 75% Care My teacher really tries to understand how students feel about things 73% Confer My teacher respects my ideas and suggestions 79% 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. 76% Control Student behavior in this class is under control. 80% Safety I feel physically safe in this classroom. 80% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 81% MEANING: PUC TCA received an overall score of 4.13 of 5 and an Average % Favorable of 76%. PUC TCHS received an overall score of 4.19of 5 and an Average % Favorable of 77%. During the 2022-2023 SY, both PUC TCA and PUC TCHS continued to focus on student engagement. 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. See ""Criteria"" section for ""Use""" Met USE: The social-emotional well-being of all students is also another focus during the 2022-2023 SY and moving into the 2023-2024 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. 08JUN2023 2023 19647330133280 PUC Nueva Esperanza Charter Academy 6 DATA: 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 64% Care My teacher in this class makes me feel that she really cares about me 66% Care My teacher really tries to understand how students feel about things 66% Confer My teacher respects my ideas and suggestions 71% Confer My teacher wants us to share our thoughts 71% Consolidate The comments that I get on my work in this class help me understand how to improve. 72% Control Student behavior in this class is under control. 59% Safety I feel physically safe in this classroom. 74% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 76% MEANING: PUC NECA received an overall score of 3.99 of 5 and an Average % Favorable of 71%. During the 2022-2023 SY, PUC NECA continued to focus on student engagement. 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. USE: The social-emotional well-being of all students is also another focus during the 2022-2023 SY and moving into the 2023-2024 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 08JUN2023 2023 19647330133298 PUC CALS Middle School and Early College High 6 DATA: 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 74% Care My teacher in this class makes me feel that she really cares about me 76% Care My teacher really tries to understand how students feel about things 77% Confer My teacher respects my ideas and suggestions 83% Confer My teacher wants us to share our thoughts 84% 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. 65% Safety I feel physically safe in this classroom. 77% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 86% PUC CALS ECHS: Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 82% Care My teacher in this class makes me feel that she really cares about me 86% Care My teacher really tries to understand how students feel about things 85% Confer My teacher respects my ideas and suggestions 88% 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. 83% 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. 89% MEANING: PUC CALS MS received an overall score of 4.18 of 5 and an Average % Favorable of 80%. PUC CALS HS received an overall score of 4.41 of 5 and an Average % Favorable of 86%. During the 2022-2023 SY, both PUC CALS MS and PUC CALS HS continued to focus on student engagement. 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. NOTE: See Criteria section for #3-USE. Met USE: The social-emotional well-being of all students is also another focus during the school year and moving into next school year. 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. 08JUN2023 2023 19647330133686 Equitas Academy 4 6 In December 2022, and May 2023, a nationally normed survey from Panorama Education was given to all students at our school. The data was reported at the board meeting directly following the analysis, and specific data on School Safety and School Belonging/Connectedness was communicated. The school showed strengths in school safety, and removing barriers to student engagement. The school found areas of growth in school fit and family engagement. The school has engaged parent leadership committees and public cafecitos in order to improve these indicators. Met 29JUN2023 2023 19647330133694 Valor Academy Elementary 6 DATA The following data represents the percent of favorable responses from students in each topic relating to school culture at Time Point 2 of the 2022-23 year xSEL Web administration: Results for School Safety (K-3rd Grade) ? I feel safe at this school 72% ? Rules are fair at this school 62% Results for Sense of Belonging ? Teachers care about me 73% ? Kids care about me 49% Results for School Safety (4th Grade) ? I feel safe at this school 47% ? Rules are fair at this school 47% Results for Sense of Belonging ? Teachers care about me 62% ? Kids care about me 35% MEANING The school has identified the following as areas of strength: students in K-3rd grades feel safe at school, feel rules are fair, and feel their teachers care about them. Students in 4th grade feel their teachers care about them. The school has identified the following as areas of growth: across all grade levels, increasing the percent of students who feel that other kids care about them, and in 4th grade increasing feelings of safety and fairness of rules. 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 27JUN2023 2023 19647330133702 New Los Angeles Charter Elementary 6 New Los Angeles Charter Elementary School administered the Panorama Education school climate survey. Results will be analyzed and presented to our educational partners. Results Summary: 93 responses • 66% School Belonging: How much students feel that they are valued members of the school community. • 71% School Climate: Perceptions of the overall social and learning climate of the school. • 54% School Engagement: How attentive and invested students are in school. • 77% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. • 62% School Safety: Perceptions Of student physical and psychological safety at school. • 79% 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 26JUN2023 2023 19647330133710 Girls Athletic Leadership School Los Angeles 6 During the 2022-23 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 01JUN2023 2023 19647330133868 Rise Kohyang High 6 DATA The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2023 administration of the Panorama Survey: ? Cultural Awareness and Action 72% ? School Safety 72% ? Teacher-Student Relationships 57% ? School Climate 47% ? Sense of Belonging 38% 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: clubs, tutoring, park time, strong support from counselors and a safe environment. The school has identified the following as areas of growth: Teacher-Student Relationships, School Climate, and Sense of Belonging. Students have shared areas of growth for school climate include: increasing bathroom breaks and lunch time, improving the food in school lunches, and increasing the size of the facility. 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 27JUN2023 2023 19647330134023 Animo Florence-Firestone Charter Middle 6 Post Distance Learning, the school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. Data will be analyzed each month in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. In 2021-22, the school celebrated a low suspension rate of 0.67%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school continues to monitor suspension rates over time to ensure the school reaches a low suspension rate. The school also utilizes survey results from both parents and students as a measure of success for this priority. Met 30JUN2023 2023 19647330134205 Arts in Action Community Middle 6 The school administers a student climate survey that is aligned to the California Healthy Kids Survey, with additional questions specific to the needs that the community and school have identified, and focus areas specific to our context and programming. The student survey is administered three times a year, which far exceeds the requirements to administer the survey every other year. All students in the LEA participate in the survey. The survey is administered at the beginning of the year, mid-year, and end of year. The results of the student surveys are shared with staff, families, students, and the local governing board. 1. Key learnings from the survey results are the significant social-emotional and mental health needs of our students. We believe that mental health needs have exponentially increased post the Covid-19 pandemic. We are seeing far more students who are in need of formalized comprehensive counseling and other support services in the school setting. Students are also identifying this need themselves, as evidenced by the survey results. We have learned that mental health needs are not going to go away, and will continue to be an area of high need and thus priority for many years to come. 2. The disaggregated results of the survey show that there are also many areas of strength. Students feel like they can connect and build relationships with staff, and the school campus is perceived as welcoming and inclusive. Main areas of need are the mental health needs, which is aligned with the feedback from parents and families and staff as well. 3. The LEA is currently reflecting and revising our social-emotional supports. We want to see improvement in mid-year and end of year data compared to the baseline data collected at the beginning of the year. We also want to see year over year growth. Actions have included increasing our counseling team, increasing professional development for families and staff, and thinking through ways to build up school-wide initiatives and positive behavior supports. In addition, the school has partnered with community agencies that help provide wraparound services. The LEA continues to grapple with drug substance abuse education and supports that are effective, and providing parents with supports to mitigate unsupervised social media use, which can be deeply harmful to students. Met Student needs have increased post the Covid-19 pandemic. Therefore, the LEA is constantly reflecting, revising, and expanding school climate services and supports. 10JUN2023 2023 19647330135509 Gabriella Charter 2 6 In the spring season of 22-23, students in 4th and 7th grade took the California Healthy Kids Survey. This was the fourth year of implementation of the survey at Gabriella Charter School 2. Overall, the results were positive and aligned with other historical school experience data. We used the data 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. We have continued to see that an area of need was our better supporting our MS students, as there were some significant differences in the data when compared to our elementary students. As such, we have been working closely with our school counselor to develop a social-emotional learning scope and sequence for our middle school advisory block and are continuing to establish routines that grow a strong sense of community and belonging. Met 26JUN2023 2023 19647330135517 KIPP Corazon Academy 6 Each fall and spring, KIPP SoCal administers a survey to students 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 and well-being of our school climate. Specific results from the Fall 2022-2023 survey on school safety and connectedness are included below: % of students reporting I am happy to be at this school: Lower School: All students - 79% Upper School: All students - 67% These survey results provided a general overview of student experiences at KIPP SoCal for the 2022-23 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. In addition, as part of our efforts to improve on family engagement and events, we will continue to provide more avenues for students to engage with their peers and team members outside of instructional class time. 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 (89%) and have at least one friend at school they can trust (98%). Our staff plans to leverage these relationships to improve students' overall experiences to increase their happiness at our school. KIPP SoCal will prioritize creating joyful learning and engaging experiences for students during the upcoming school year by providing more engagement events, celebrations, and opportunities for families to provide input. Met 15JUN2023 2023 19647330135616 Crete Academy 6 Areas of strength – Students at the school feel grownups care about them, Students at the school feel safe, Students feel they are taught to feel responsible for how they act Areas of Opportunity – in the open-ended questions students stated they did not like the breakfast and lunch food, we have since switched food vendors to address this problem – and the results have been positive Areas of Opportunity – Do the grownups at your school allow you to solve problems – this is an opportunity area for us and we have implemented the “I” message for our students to address problems as well as our staff has completed additional training on student conflict, our Dean of Culture has implemented de-escalation tips for our staff – we will know the results of our efforts when the 2023-2024 survey is launched Not Met 2023 19647330135632 WISH Academy High 6 School Climate is vitally important to WISH Academy therefore 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. Each week our 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 have indicated that they want more opportunities for student choice and for their voices to be heard. In response to this request, WISH has created a more robust ASB Class, inaugurated an ASB Instagram account, and given greater autonomy to students to implement their own clubs and events. This course is not only open to elected representatives of our student body but to all students who may be inspired to be active members in implementing a positive and inclusive school environment and creating traditions that define our school culture. Met 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. Advisory class is offered as a Zero Period class for our student-athletes to ensure they receive the benefits of regular connection with their teacher and peer group, but also maintain the fitness requirements to excel at their sport of choice. 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 Teen Wellness Room. This comfortable lounge located just outside our counselor's offices is an area where students can find a quiet place to re-regulate and get social-emotional support and assistance from peers and caring adults The WISH Academy LINK Crew is a peer-mentoring program providing aid to 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. 29JUN2023 2023 19647330135715 Ednovate - Esperanza College Prep 6 Esperanza College Prep 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. In the 2022-23 school year, 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, and shared with the Board through our Strategic Plan dashboard. 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 2022-23 school year, 83.70% 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. Additionally, completes Quarterly FIT Walk-thru’s, and have followed all health and safety protocols to ensure our students and staff come into campus that everyone is in a safe environment. 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. 15JUN2023 2023 19647330135723 Ednovate - Brio College Prep 6 Brio College Prep 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. In the 2022-23 school year, 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, and shared with the Board through our Strategic Plan dashboard. 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 2022-23 school year, 83.90% 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. Additionally, completes Quarterly FIT Walk-thru’s, and have followed all health and safety protocols to ensure our students and staff come into campus that everyone is in a safe environment. 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. 15JUN2023 2023 19647330135921 WISH Community 6 School Climate is vitally important to WISH Community therefore 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. Each week our 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. 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 in school. Community input revealed that parents and caregivers were keen to learn the RULER method as well to allow them to use the language and tools of the program to provide consistency at home. WISH TK - 5 Our Elementary Student council regularly releases Public Service Videos that address issues that are at the forefront of our community. These videos are shared during class time and lead to open age-appropriate discussions in the classroom. The WISH Kindness Club is the most popular club at WISH meeting weekly to create projects or discuss ways students can infuse kindness into their every action. Students are encouraged to bring ideas for Kindness activities to share and they help the club develop ideas for reaching out and supporting the greater community. Serving more than 100 students each week, this club has been a means of connecting our older WISH students with our younger students as the middle and high school students provide support and mentorship at the club's meetings each week. WISH 6 - 8 WISH Middle has also introduced this year the Teen Wellness Room. This comfortable lounge located just outside our counselor's offices is an area where students can find a quiet place to re-regulate and get social-emotional support and assistance from peers and caring adults The WISH Middle proudly participates in the WEB program - Where Everybody Belongs - which is a peer-mentoring program providing aid to incoming students to help them transition from an elementary program into a middle school environment. Our middle school students also have the opportunity to participate in Leadership classes and retreats where team building and bonding are key elements of the programming. Our 7th-grade scholars participate in Challenge Day each year to help develop empathy, compassion, and an understanding of themselves and their peers. Met 29JUN2023 2023 19647330135954 ISANA Himalia Academy 6 In Spring of 2023, 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. 289 students completed the survey. An analysis is below. Students rated their school and teacher on a 1-5 scale (1 being strongly disagree, 5 being strongly agree). The questions asked were as follows: My School… • Creates a welcoming environment. • Creates a safe environment. • Cares about me My Teacher… • Creates a welcoming environment. • Shows respect towards me, • Creates an environment where I am comfortable asking and answering questions. Himalia “My School” School Climate Questions: 3.88 “My Teacher” School Climate Questions: 4.09 Average: 4.0 One strength the survey showed was that students generally felt that their teachers created a welcoming environment. 76.7% of students strongly agreed/agreed with the statement: My Teacher creates a welcoming environment in the classroom. Before the school year commences, we spend time with all educators to discuss elements that make a welcoming learning space which positively impacts both student learning and social emotional wellness. Furthermore, the leadership team provides feedback and support to educators who may struggle in this area. One strength the survey showed was that students generally felt that their teachers created a welcoming environment. 76.7% of students strongly agreed/agreed with the statement: My Teacher creates a welcoming environment in the classroom. Before the school year commences, we spend time with all educators to discuss elements that make a welcoming learning space which positively impacts both student learning and social emotional wellness. Furthermore, the leadership team provides feedback and support to educators who may struggle in this area. Although we met our target rating of a minimum 3.5 or higher, we recognize some areas in which we want to continue to make growth. Our lowest rated question regarding school climate was: My School cares about me 3.81. 57.63% of students selected “Agree” or “Strongly Agree” while the rest selected “Neutral”, “Disagree”, “Strongly Disagree” or “I don’t know”. We plan to do the following: • Disaggregate the results by grade level, years attending, etc. so that we may consider if one group more than other agreed/disagreed more strongly with the statement- My School cares about me. • Hold focus groups with each grade that completed the survey to identify the factors that may have made them disagree with the statement. We also want to talk with these grade levels as well about what feeling cared about looks like for them. • For sustainability, we want to hold ongoing focus groups with students from all grade level to gather their input and ideas on improving school climate and ensuring a welcoming environment for all students. Met 13JUN2023 2023 19647330136986 STEM Preparatory Elementary 6 At STEM Preparatory Elementary, we prioritize both the safety and sense of belonging of our students, and we demonstrate our commitment to these principles by conducting an annual survey among all our students. When we inquired about their feelings regarding classroom safety, an impressive 91% of our students responded with agree or strongly agree. This high percentage underscores our dedication to maintaining a secure and welcoming learning environment for all students. It not only reflects our proactive approach to addressing safety concerns but also highlights the sense of trust and security that our institution instills in our student body. Our commitment to fostering a safe and connected community remains unwavering, and we will continue to use feedback and data to enhance the educational experience for all. Met 28JUN2023 2023 19647330136994 Rise Kohyang Elementary 6 DATA The following data represents the percent of favorable responses from students in each topic relating to school culture at Time Point 2 of the 2022-23 year xSEL Web administration: Results for School Safety ? I feel safe at this school 67% ? Rules are fair at this school 58% Results for Sense of Belonging ? Teachers care about me 69% ? Kids care about me 44% MEANING The school has identified the following as areas of strength: feelings of safety amongst students at school, and students feeling teachers care about them. The school has identified the following as areas of growth: increasing the percent of students who feel rules are fair, and that other children care 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 27JUN2023 2023 19647330137463 California Creative Learning Academy MS 6 From the survey, students shared strengths and areas of need: The highest three ratings include: Has good relationship with teacher 86% Keep trying to do classwork even when hard 81% Teacher sets high expectations for my learning 73% The lowest three ratings include: Emotionally safe at school 46% Looks forward to go to school 52% Feels comfortable talking to teachers about problems 55% In reviewing the data, the School Site Council noted a decline in scores as compare to pre-pandemic years. The scores are generally much higher. Since return, the turnover of staff and the addition of many new students who missed our social emotional learning work have contributed to the lowering of the scores, and we recognize that although the students feel they have a good relationship with their teachers, they may not feel comfortable enough to seek help for conflicts or issues. Our actions are to help new students and families by creating an induction program, and to work with staff on student-staff relationships, using the CLASS Dimensions observation tool. This will help give objective feedback to individual staff members on how the are fostering strong relationships with students. Met 26JUN2023 2023 19647330137471 High Tech LA Middle 6 CA Healthy Kids Survey was sent in June of 2023. At the time of writing the Local Indicators report, the results are not available. Findings reported: PARTICIPATION RATE: TBD in Fall 2023 SURVEY FINDINGS: When surveys are collected and completed, data will be shared with stakeholders and analyzed. 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 ensure accurate survey reporting and adhering to the CDE requirements outlined in the LCAP and Priority 6 School Climate. Met CRITERIA: MET 20JUN2023 2023 19647330137513 Learning by Design Charter 6 Not Met For Two or More Years 2023 19647330137521 Vox Collegiate of Los Angeles 6 DATA: Reflect on the key learnings from the survey results and share what the LEA learned. 100% of students agree or strongly agree that they belong at Vox 100% of students agree or strongly agree that their classes are safe and under control Our results are indicative of the strong school culture we have created at Vox Collegiate. We are proud that our students feel cared about as individuals, especially given the difficulty in forming authentic relationships in a virtual format 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? N/A 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? Vox Collegiate will increase the frequency of our student surveys, continue to monitor data, and form onsite representative groups (academic leadership team and school culture team) to identify and respond to academic or school culture issues. Our PBIS practices and the development of our restorative justice program have contributed to a positive and safe school climate. As we continue to expand our school community each year, maintaining a positive school culture continues to be a top priority. Met 29JUN2023 2023 19647330137562 Matrix for Success Academy 6 Matrix for Success as a LEA knows that school climate strongly impacts the learning environment of all students. Having a safe and peaceful learning environment is key to educational success. Positive school climate is a shared responsibility among staff that has to be continually discussed and measured to sustain the positive climate among staff and students. Yearly, we collect student climate surveys, to understand where our students stand and how they feel. The survey gives us a good indicator of our students perception of school climate and safety. From the last survey collected, our students report that 94% feel safe when they are at Matrix for Success Academy. 88% of our students are motivated to learn because Matrix promotes and encourages academic success for all students and 94% feel that the adults at Matrix encourage them to learn. Furthermore, 94% report that Matrix is a supportive and inviting place for them and adults treat them with respect. Upon further review, the survey reported that 83% of students agree that Matrix teachers make it clear to students that bullying is not tolerated and 88% report that adults at Matrix respect differences in students (gender, race, culture and sexual orientation). These results are encouraging, as Matrix targets students who are overwhelmingly disengaged and have been non-participative in academics for some time. The results of our survey show that our priorities of student social-emotional health and building connections with students and families is making school feel like a supportive and safe place for the majority of the students we serve. An area of opportunity we can continue to build on is making sure students understand bullying is not accepted, and that all students know they are respected as individuals by all adults at Matrix. Met As a Dashboard Alternative School, Matrix's student population comes with a unique set of issues, often linked to negative school experiences in the student's enrollment history. Our goal to create a safe, accepting and supportive environment for all students is being achieved, as reflected in our student survey results. While there is always room for improvement, Matrix is proud of the work we have done to welcome any student, any time, anywhere into our unique school. 27JUN2023 2023 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. The following data represents the percent of favorable responses from students in each topic relating to school culture at Time Point 2 of the 2022-23 year. xSEL Web administration: Results for School Safety (K-3rd Grade) I feel safe at this school 74% Rules are fair at this school 56% Results for Sense of Belonging Teachers care about me 64% Kids care about me 45% Results for School Safety (4th Grade) I feel safe at this school 42% Rules are fair at this school 43% Results for Sense of Belonging Teachers care about me 72% Kids care about me 14% MEANING: The school has identified the following as areas of strength: for grades K-3, students feel safe at school and believe their teachers care about them. 4th grade students believe their teachers care about them. The school has identified the following as areas of growth: the percent of students who feel other kids care about them, and that rules are fair at the school. 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 27JUN2023 2023 19647330137612 Valley International Preparatory High 6 DATA: VIPHS primarily evaluates its effectiveness in creating a positive school climate through the use of the suspension rate, the frequency of the use of behavior contracts, teacher feedback, as well as qualitative responses in student and parent surveys. While our suspension rate was higher than LAUSD, it remained lower than the county and state. On January 31, 2022, we sent out our annual school experience survey to students and parents/guardians. We continued to divide the survey responses by grade level so we could better understand how perceptions may differ by cohort. MEANING: Survey responses demonstrate high rates of satisfaction with the academic program, safety, and inclusivity of the campus. USE: The school sees the improvement of advisory and its curriculum as one of the biggest ways that it can continue to build on these strong results. In the coming year, each grade level advisory will have an administrator who is the lead in planning and implementing a more cohesive advisory curriculum across all four years. Met 14JUN2023 2023 19647330138305 TEACH Preparatory Mildred S. Cunningham & Edith H. Morris Elementary 6 Not Met 2023 19647330138883 Equitas Academy 6 6 In December 2022, and May 2023, a nationally normed survey from Panorama Education was given to all students at our school. The data was reported at the board meeting directly following the analysis, and specific data on School Safety and School Belonging/Connectedness was communicated. The school showed strengths in school safety, and removing barriers to student engagement. The school found areas of growth in school fit and family engagement. The school has engaged parent leadership committees and public cafecitos in order to improve these indicators. Met 29JUN2023 2023 19647330139071 KIPP Pueblo Unido 6 Each fall and spring, KIPP SoCal administers a survey to students 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 and well-being of our school climate. Specific results from the Fall 2022-2023 survey on school safety and connectedness are included below: % of students reporting I am happy to be at this school: Lower School all students - 78% Upper School all students - 67% These survey results provided a general overview of student experiences at KIPP SoCal for the 2022-23 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. In addition, as part of our efforts to improve on family engagement and events, we will continue to provide more avenues for students to engage with their peers and team members outside of instructional class time. 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 (89%) and have at least one friend at school they can trust (98%). Our staff plans to leverage these relationships to improve students' overall experiences to increase their happiness at our school. KIPP SoCal will prioritize creating joyful learning and engaging experiences for students during the upcoming school year by providing more engagement events, celebrations, and opportunities for families to provide input. Met 15JUN2023 2023 19647330139089 Vista Horizon Global Academy 6 DATA Teachers have high expectations for me: 95% Agree/Strongly Agree Teachers make themselves available outside of class time: 87% Agree/Strongly Agree Teachers care that I learn: 95% Agree/Strongly Agree Teachers show a personal concern for me as an individual: 94% Agree/Strongly Agree I feel accepted by my teachers in my classes: 94% Agree/Strongly Agree I feel safe on campus: 92% Agree/Strongly Agree I feel a sense of community or belonging in my classes: 96% Agree/Strongly Agree Teachers ask me about my personal goals and plans for life: 74% Agree/Strongly Agree Teachers help me explore career goals: 72% Agree/Strongly Agree The classroom atmosphere supports my learning: 94% Agree/Strongly Agree I ask for help when I need it: 93% Agree/Strongly Agree Teachers encourage me to live a healthy lifestyle: 87% Agree/Strongly Agree I enjoy my teachers: 95% Agree/Strongly Agree Teachers help me learn: 98% Agree/Strongly Agree MEANING The survey data largely reveals strength in all areas with the need to improve in connecting with students in the areas of personal goals, plans for life and exploring of career goals. USE Our staff has analyzed the data and is developing schoolwide strategies to improve our approaches for connecting with students in the areas of personal goals, plans for life and exploring of career goals. Met 12JUN2023 2023 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 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. 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." Met 13JUN2023 2023 19647330139121 Equitas Academy 5 6 In December 2022, and May 2023, a nationally normed survey from Panorama Education was given to all students at our school. The data was reported at the board meeting directly following the analysis, and specific data on School Safety and School Belonging/Connectedness was communicated. The school showed strengths in school safety, and removing barriers to student engagement. The school found areas of growth in school fit and family engagement. The school has engaged parent leadership committees and public cafecitos in order to improve these indicators. Met 29JUN2023 2023 19647330139832 Citizens of the World Charter School West Valley 6 Citizens of the World – West Valley administered an organization-wide survey. Results will be analyzed to identify areas of strength and areas for growth, and then will be presented to our educational partners. • How well do teachers and staff in your school understand you as a person? 77% • How well do other students in your school understand you as a person? 88% • How much do you feel you matter to your teachers and staff at your school? 78% • How much do you feel you matter to other students at your school? 92% • How much are you able to be your authentic self at schools? 74% • How often do you make sure that other students are not left out of school activities? 64% • How often does your teacher have conversations about race and identify with students? 42% • How comfortable are you talking about race and identity at school? 48% • How excited are you about what you have been learning? 74% • In the past few days, how challenging have your learning activities been? 32% • How often do you use ideas from your class in your daily life? 40% • How well have you learned a new skill or strategy to respond to a difficult time or a big emotion? 64% • How much do you feel you belong or are included at your school? 84% • If you need help in your life, how likely are you to turn to at least one adult at your school that you trust? 53% Met 28JUN2023 2023 19647330140004 El Rio Community 6 We added questions this year focused on the class level learning experience and how a sense of connectedness impacted student perceptions of their own learning. In looking at the sense that students felt their learning was being personalized to them in order to connect with them, results reveal that beginning of year learning style/interest surveys could be conducted by teachers in order to plan truly culturally responsive curriculum and tailor the content to student needs. Additionally, student feelings of safety in terms of classroom management reveal the need to provide additional training and support for teachers in this realm, and to design professional development to meet this need in our back to school trainings in August. 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? Because of our small sample size, disaggregated results by and large are not possible to share due to privacy concerns, but in looking at our data, results were lower for EL students and students with disabilities. 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? Increased tutoring, intervention, support, services for SWD and EL students. El Rio Community School administered a School Climate Survey to students in grade 3-5 with a 95% participation rate. The following is a summary of the LCAP survey that focused on the following 4 Key areas: 63.5% School Belonging: (How much students feel that their teacher is teaching to their learning style/the way they learn best) 78.8 % School Climate: (Perceptions of the overall learning climate/safety of the school in terms of classroom management, etc.) 82.7% School Engagement: (How attentive and invested students are in school in terms of interest) 86.6% School-Teacher Student Relationships: (How strong the social connection is between teachers and students within and beyond the school–comfort in asking the teacher a question, etc.) Met 28JUN2023 2023 19647330140111 Invictus Leadership Academy 6 "As a result of our survey, we learned that our students have an accurate perception of the safe environment we provide. Students appreciate the absence of violence and our intolerance for bullies at our campus. They also appreciate our commitment to maintaining a clean campus environment. In terms of challenges, many of our students expressed that they want us to ""keep the bad kids out"". This presents a challenge since we never pre-judge or discriminate. We are welcoming to all students regardless of their background." Met Invictus provides staff and students with a learning environment that is conducive to improved academic outcomes and meets all local and state health department guidelines including frequent cleaning, PPE, distancing, barriers, ventilation systems, and classroom furnishings. We use an annual Facilities Inspection Tool to assess the state of the school building and all learning spaces. 29JUN2023 2023 19647330140129 Ednovate - South LA College Prep 6 South LA College Prep 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. In the 2022-23 school year, 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, and shared with the Board through our Strategic Plan dashboard. 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 2022-23 school year, 85.71% 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. Additionally, completes Quarterly FIT Walk-thru’s, and have followed all health and safety protocols to ensure our students and staff come into campus that everyone is in a safe environment. 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. 15JUN2023 2023 19647330140749 Citizens of the World Charter School East Valley 6 Our school currently only has students in grades TK-2. Due to the young age of the students, we chose to conduct an in-house school climate survey for only our second grade students. From this we have learned that 87.2% of students feel safe, 82.6% feel that they are important members of their class community, 87.2 % feel they are a part of their school community and 80.9% of students feel they can be their authentic self at school. 97.9% of students have at least one good friend at school. Met 28JUN2023 2023 19647330141481 KIPP Generations Academy 6 Each fall and spring, KIPP SoCal administers a survey to students 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 and well-being of our school climate. Specific results from the Fall 2022-2023 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 2022-23 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. In addition, as part of our efforts to improve on family engagement and events, we will continue to provide more avenues for students to engage with their peers and team members outside of instructional class time. 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 (89%) and have at least one friend at school they can trust (98%). Our staff plans to leverage these relationships to improve students' overall experiences to increase their happiness at our school. KIPP SoCal will prioritize creating joyful learning and engaging experiences for students during the upcoming school year by providing more engagement events, celebrations, and opportunities for families to provide input. Met 15JUN2023 2023 19647331931047 Birmingham Community Charter High 6 For the last 4 years, BCCHS students in all grades have participated in the Resilience Check-In Mental Health Survey. Some key findings from the survey are: • 96.5% of our students feel safe on our campus • 94.2% of our students feel they have at least one teacher on campus who really cares about them. 94.2% • 97.1% of our students feel they have at least one teacher who encourages them to do their best. • 94.8% of our students feel they have at least one teacher who listens to them. 94.8% • 94.1% of our students feel they have at least one teacher who tells them when they do a good job. • 90% of our students feel they have at least one teacher who notices when they are not there. • .05% of our students experience strong, bad or scary feelings often or almost always. .05% • 28% of our students hide their feelings of sadness. 28% • 65.4% of students said that they would seek help at school if they needed it. 65.4% 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. Also, we have significantly increased the number of our students that feel comfortable seeking help at school if they need it, however, it remains an area of growth for our school community. 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. This is the second year that we have included an Academy Period in our weekly schedule to address mindfulness, social and emotional needs and to build skills such as time management, effective communication, problem solving, conflict resolution and self-advocacy. A broader goal of this class is to help students to feel more connected to the school and to an adult at the school to provide an additional avenue or forum for the student to share issues or concerns or seek help if needed. This is the second year that we have included an Academy Period in our weekly schedule to address mindfulness, social and emotional needs and to build skills such as time management, effective communication, problem solving, conflict resolution and self-advocacy. A broader goal of this class is to help students to feel more connected to the school and to an adult at the school to provide an additional avenue or forum for the student to share issues or concerns or seek help if needed. Met 27JUN2023 2023 19647331931708 Chatsworth Charter High 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year.• When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. Met 13JUN2023 2023 19647331931864 Grover Cleveland Charter High 6 Annually, Cleveland Charter High School administers Los Angeles Unified School District’s School Experience Survey (SES) to students in all four grade levels and students' parents, and to teachers and staff members that provides a consistent measure of perceptions of school safety and connectedness, among other measures. Parents, students, staff and teachers take the survey online. In Fall 2022, 83% of the students, 36% of the parents, and 100% of the staff and teachers took the survey. In the School Climate content area there were five categories of questions for the students including sixteen questions on both Connectedness (12 survey questions) and Safety (4 survey questions). Parent and staff/teacher surveys also included questions regarding school climate in general and safety specifically. The survey was taken by 2,237 students in the fall of 2022. The overall student results who agreed or strongly agreed with the four questions regarding safety was sixty-five percent. The specific question, “I feel safe in this school” received a 72% agreement or strong agreement. There were considerable differences in responses to “I feel safe in this school” between student groups. The group that responded most favorably to the question were - students in the twelfth grade (at 77%). The group that responded least favorably were students in the ninth grade (at 65%). All the other groups (female and male students, 10th-12th grade students, English Learners, foster youth, socioeconomically disadvantaged, students with disabilities, Asian, African American, Hispanic, and White students) responses fell within a narrow range of 52% and 71%. To increase feelings of safety, Cleveland students have been a part of assemblies about bullying and vaping. Within the past year, the school has increased the number of security personnel and security cameras. Other personnel available to work with students who feel unsafe include two school psychologists, two psychological social workers, ten academic/guidance counselors, and more than one hundred twenty classroom teachers. Not Met For Two or More Years 29SEP2023 2023 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 22JUN2023 2023 19647331933746 Granada Hills Charter 6 In March of 2023, 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, 87% of students hold a favorable view of the academic program, 78% hold a favorable view of communications, and 78% hold a favorable view of safety & discipline. For students in high school, 92% of students hold a favorable view of the academic program, 60% hold a favorable view of communications, and 82% hold a favorable view of safety & discipline. For parents of TK-8 students, 92% of parents hold a favorable view of the academic program, 77% hold a favorable view of communications, and 90% hold a favorable view of safety & discipline. For parents of high school students, 78% of parents hold a favorable view of the academic program, 78% hold a favorable view of communications, and 79% hold a favorable view of safety & discipline. Overall, GHC continues to make gains with its academic programs. Through all the surveys administered throughout the year, GHC received the following feedback: Students voiced their displeasure with the school dress code, tardy policy, and cell-phone policy. Students shared adesire for a greater sense of belonging on campus, building healthy and supportive relationships with students and adults. Students shared how one of GHC’s strengths is in the variety and diversity of after school clubs, teams, events, and other extracurriculars the school offers. Students positively shared how many tutoring opportunities GHC offers to support students who are struggling academically. Students positively shared an appreciation for GHC’s commitment to addressing mental health, especially with the Wellness/Resource Center. Parents shared a desire to see more relevant and engaging lessons from teachers. Parents shared a concern around grading practices that are timely and are fairly implemented across grade levels and content areas. Parents shared their concern with mathematics, specifically on how to improve student schools and ensuring all students have access to the support they need. Parents shared a desire to be more involved with the school in any capacity that’s needed. Through surveys and meetings with the SSC/LCAP Advisory, it would be a good opportunity to inform and educate parents on the California Dashboard, including what each indicator means and how GHC compares to neighboring schools. Parents shared overall positive feedback on the school climate and safety of GHC. Met 12JUN2023 2023 19647331937226 Reseda Charter High 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year. • When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Reseda Charter High is included in these school climate policies and processes. Met 13JUN2023 2023 19647331938554 Sylmar Charter High 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year. • When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Sylmar Charter High is included in these school climate policies and processes. Met 13JUN2023 2023 19647331938612 Taft Charter High 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year. • When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Taft Charter High is included in these school climate policies and processes. Met 13JUN2023 2023 19647331938885 University High School Charter 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year. • When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, University High School Charter is included in these school climate policies and processes. Areas of growth are identified in the above survey results, the University High School Charter team will continue to make a welcoming, respectful and safe environment a priority in the daily functions of the school. Met 13JUN2023 2023 19647331995836 Palisades Charter High 6 Not Met For Two or More Years 2023 19647331996610 Los Angeles Leadership Academy 6 80% of 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 two security guards 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 28JUN2023 2023 19647336015986 Beckford Charter for Enriched Studies 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year. Met Record number of volunteers are registered at this school. 13JUN2023 2023 19647336016240 Calabash Charter Academy 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year. • When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Calabash Charter Academy is included in these school climate policies and processes. Met 13JUN2023 2023 19647336016265 Calvert Charter for Enriched Studies 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year. When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. Met 13JUN2023 2023 19647336016323 Canyon Charter Elementary 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year. • When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Canyon Charter is included in these school climate policies and processes. Met 13JUN2023 2023 19647336016356 Carpenter Community Charter 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year. Members, Board of Education 10 May 16, 2023 Alberto M. Carvalho, Superintendent • When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Carpenter Community Charter is included in these school climate policies and processes. Met 18MAY2023 2023 19647336016562 Colfax Charter Elementary 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year. • When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Colfax Charter Elementary is included in these school climate policies and processes. Met 13JUN2023 2023 19647336016729 Dearborn Elementary Charter Academy 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Dearborn Elementary Charter is included in these school climate policies and processes. Met 13JUN2023 2023 19647336016778 Dixie Canyon Community Charter 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year. • When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Dixie Canyon Community Charter is included in these school climate policies and processes. Met 13JUN2023 2023 19647336016869 El Oro Way Charter For Enriched Studies 6 Administer a Local Climate Survey every other year and report results. Met 13JUN2023 2023 19647336016935 Encino Charter Elementary 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year.• When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Encino Charter Elementary is included in these school climate policies and processes. Met 13JUN2023 2023 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 15JUN2023 2023 19647336017438 Hamlin Charter Academy 6 The results of the 2022-23 School Experience Survey, the results of each of the stakeholder groups indicate areas of strength and areas for improvement. For example, for students, the areas of connectedness and opportunities for leadership are areas of strength. Expectations for behavior were 6% higher than the District and received an overall score of 75%. We have prioritized this area because it is imperative that all students understand the expectations at school. We are also focusing on students feeling safe at school. Based on the data from the 2022-23 School Experience Survey, 82% of our 4th and 5th grade students feel safe at school. We are using the PDSA cycle as a tool to help us guide the work in the cycle of continuous improvement. Met Hamlin's evaluation of School Climate is primarily based on the 2022-23 School Experience Survey. 16MAY2023 2023 19647336017529 Haynes Charter For Enriched Studies 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year.• When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Haynes Charter is included in these school climate policies and processes. Met 13JUN2023 2023 19647336017693 Justice Street Academy Charter 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year. When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Justice St. Academy Charter is included in these school climate policies and processes. Met 13JUN2023 2023 19647336017701 Kenter Canyon Elementary Charter 6 LAUSD administered the 2022-23 School Experience Survey during the fall semester. The following are the results that pertain to school climate for LAUSD district-wide: • School Experience Survey participation rates for students was 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year. • When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Kenter Canyon Elementary Charter is included in these school climate policies and processes. Met School Experience Survey participation rate at Kenter for 2022-23 is the following: students 100%, parents 100%, staff 100%. 88% of Kenter students feel happy at school vs. 81% overall in LAUSD. 81% of Kenter students feel that they are a part of the school vs. 74% overall in LAUSD. 93% of students feel safe at Kenter vs. 79% overall in LAUSD. 83% of students feel being treated with respect vs. 78% in LAUSD. 13JUN2023 2023 19647336017743 Knollwood Preparatory Academy 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year. • When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Knollwood Preparatory Academy is included in these school climate policies and processes. Met 13JUN2023 2023 19647336017891 Lockhurst Drive Charter Elementary 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year. • When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Lockhurst Drive Charter Elementary is included in these school climate policies and processes. Met 13JUN2023 2023 19647336018063 Marquez Charter 6 Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff andfamilies learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students. In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District. Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration. As an Affiliated Charter in Los Angeles Unified, Marquez Charter Elementary is included in these engagement policies and processes. Transformation Office and its priorities will ensure that schools receive differentiated support in order to accelerate learning outcomes for all students. LAUSD continues to identify and implement Tier 2 and 3 supports for students with academic and social emotional development needs. In addition, LAUSD continues to develop supplemental resources to improve instruction across all content areas including integrated English Language Development. The expansion of full inclusion model schools for students with disabilities continues to be a district priority so that academic and social-emotional support for students can be implemented within more general education classrooms. Met 13JUN2023 2023 19647336018204 Montague Charter Academy 6 Based on the survey data, we have learned that Montague parents are still highly satisfied with the school and have been 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 want us to work on improving some aspects of our facilities. Also it is important to note that all of last year’s concerns/suggestions were successfully addressed during the current academic year. 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. It also reveals that parents are highly satisfied with our instructional program. MCA will be working with our authorizer to add more classrooms and restrooms and maintain the current teacher and teacher assistant staffing to conduct more small group instruction in English Language Arts and Math. Met 05JUN2023 2023 19647336018287 Nestle Avenue Charter 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year. • When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Nestle Avenue Charter Elementary is included in these school climate policies and processes. Met 13JUN2023 2023 19647336018634 Palisades Charter Elementary 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year. • When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Palisades Charter Elementary is included in these school climate policies and processes. Met 13JUN2023 2023 19647336018642 Pacoima Charter Elementary 6 Pacoima Charter School administers its own yearly climate survey to all 5th grade students. This year it will administer the California Healthy Kids Survey to its 5th grade students Met Pacoima Charter School utilized its own Student School Climate survey for 5th grade students. Results of the survey showed that students feel safe coming to school for the following reasons: 1. LAPD Community Partnership officers provide safe passage during arrival and dismissal form school. They participate in most of the school activities. 2. A full-time behavior specialist and school counselor 3. A full-time doctor and nurse 4. Supervision personnel during recess and lunch 13JUN2023 2023 19647336018725 Plainview Academic Charter Academy 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year.• When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Plainview Academic Charter is included in these school climate policies and processes. Met 13JUN2023 2023 19647336018774 Pomelo Community Charter 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year. • When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Pomelo Community Charter is included in these school climate policies and processes. Met 13JUN2023 2023 19647336018923 Riverside Drive Charter 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year.• When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Riverside Drive Charter Elementary is included in these school climate policies and processes. Met 13JUN2023 2023 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 15JUN2023 2023 19647336019111 Serrania Avenue Charter For Enriched Studies 6 "Based on the School Experience Survey for 2022-2023, 69% of Serrania students feel overall connectedness to their school setting; 80% of students report that their ""teacher knows me"" and 81% are ""happy to be at school"". Students also feel safe in the neighborhood, in school, online, and that they would be helped if they reported to a school employee (73% overall safety). The data shows that we can improve on educating students of what to do if they feel unsafe, as only 58% of students report that they have been instructed how to handle a situation if someone makes them feel uncomfortable. We will have monthly assemblies to encourage positive behavior, educate our students, and create incentives for building a positive climate." Met 13JUN2023 2023 19647336019186 Sherman Oaks Elementary Charter 6 School Experience Survey participation rates for students was 99% versus 86% from 2021-2022. 2022-2023 Bullying 18% versus 19% from 2021-2022 2022-2023 Overall Connectedness 76% versus 71% from 2021-2022 2022-2023 Opportunities for Participation and Leadership 65% versus 59% from 2021-2022 2022-2023 Overall Safety 78% versus 76% from 2021-2022 2022-2023 Expectations for Behavior 69% (no data for 2021-2022) SOEC will continue to strive for 100% participation in the SES in order to have accurate data. Our goal is to increase by 10% in the areas of overall connectedness, safety, expectations of behavior and to decrease by 5% of students who feel they are bullied. Revisions for the 2023-2024 school year: Conduct additional Behavior Assemblies to review school wide rules and ensure that all reported incidents of bullying are being addressed; provide informational workshops on the topic of Bullying for students and staff; Met 13JUN2023 2023 19647336019392 Superior Street Elementary 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year. • When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Superior St. Elementary is included in these school climate policies and processes. Not Met For Two or More Years 27SEP2023 2023 19647336019525 Topanga Elementary Charter 6 The TECS School Experience Survey Results on school climate show that 24% of students agree or strongly agree that overall bullying is occurring at TECS. 64% of students agree or strongly agree that they have a sense of overall connectedness. 56% of students agree or strongly agree that the expectations for students are both clear and consistent. This is an area that will be addressed with more attention in the next school year. Met 16MAY2023 2023 19647336019533 Topeka Charter School For Advanced Studies 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year. When students were asked if adults treated them with respect, 78% of, elementary school students, 60% of middle school students and 59% of, high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Topeka Charter is included in these school climate policies and processes. Met 13JUN2023 2023 19647336019673 Van Gogh Charter 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year. • When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Van Gogh Charter is included in these school climate policies and processes. Met 13JUN2023 2023 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 29JUN2023 2023 19647336019855 Welby Way Charter Elementary School And Gifted-High Ability Magnet 6 Welby Way administered the 2022-23 School Experience Survey during the fall semester. The following are the results that pertain to school climate: • School Experience Survey participation rates for parents students was 98% for the 2022 – 23 school year. • The percentage rates of students reporting being happy at school were 100% respectively. 98% of students reported feeling like they are part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • Welby Way reported being safe places by at least 98% of students, which is equal or close to percentage from last school year. As an Affiliated Charter in Los Angeles Unified, Welby Way Charter Elementary is included in these school climate policies and processes. Not Met For Two or More Years 14SEP2023 2023 19647336019939 Westwood Charter Elementary 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at which is a decrease of 5% from last school year. When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Westwood Charter Elementary is included in these school climate policies and processes. Met 13JUN2023 2023 19647336019954 Wilbur Charter For Enriched Academics 6 semester. The following are the results that pertain to school climate: • School Experience Survey participation rates for students was 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year. • When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Wilbur Charter is included in these school climate policies and processes. Met 13JUN2023 2023 19647336020036 Woodlake Elementary Community Charter 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year. • When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Woodlake Elementary Community Charter is included in these school climate policies and processes. Met 13JUN2023 2023 19647336020044 Woodland Hills Elementary Charter For Enriched Studies 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at which is a decrease of 5% from last school year. When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Woodland Hills Elementary Charter for Enriched Studies is included in these school climate policies and processes. Met 13JUN2023 2023 19647336057988 Emerson Community Charter 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year. • When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Emerson Community Charter is included in these school climate policies and processes. Met 01MAY2023 2023 19647336058150 Louis Armstrong Middle 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year. • When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Armstrong Middle School is included in these school climate policies and processes. Met 13JUN2023 2023 19647336058267 Paul Revere Charter Middle 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. •The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. •LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year. •When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Revere Charter Middle is included in these school climate policies and processes. Met 13JUN2023 2023 19647336061477 George Ellery Hale Charter Academy 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year. • When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Hale Charter Academy is included in these school climate policies and processes. Not Met For Two or More Years 19OCT2023 2023 19647336061543 Alfred B. Nobel Charter Middle 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year. When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Nobel Charter Middle is included in these school climate policies and processes. Met 13JUN2023 2023 19647336061584 Gaspar De Portola Charter Middle 6 • School Experience Survey participation rates for students was 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year.• When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Portola Charter Middle is included in these school climate policies and processes. Met 13JUN2023 2023 19647336071435 Castlebay Lane Charter 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year.When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Castlebay Lane Charter is included in these school climate policies and processes. Met 13JUN2023 2023 19647336094726 Community Magnet Charter Elementary 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year. Members, Board of Education 10 May 16, 2023 Alberto M. Carvalho, Superintendent • When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Community Magnet Charter is included in these school climate policies and processes. Met 13JUN2023 2023 19647336097927 Open Charter Magnet 6 LAUSD administered the 2022-23 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 89%, versus 78% from 2021-22. • The percentage rates of middle and high school students reporting being happy at school were 66% and 63% respectively. 56% of middle school students reported feeling like they are part of their school, while 58% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 8%, 4%, 6%, and 1% respectively from the previous school year. • LAUSD schools reported being safe places by at least 68% of students, which is a decrease of 5% from last school year. • When students were asked if adults treated them with respect, 78% of elementary school students, 60% of middle school students and 59% of high school students replied in the affirmative. These rates are a decrease of 3%, 5% and 3% from 2021-22. As an Affiliated Charter in Los Angeles Unified, Open Magnet Charter is included in these school climate policies and processes. Met 13JUN2023 2023 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 will involve parent and student voice in academics ? The school will address Attendance/Absenteeism ? The school will provide more extracurricular activities for students Met 22JUN2023 2023 19647336114912 Watts Learning Center 6 Watts Learning Center Charter School administered the Panorama student school experience to students in grades 3-5, which focused on the following 5 Topics: School belonging, school climate, school engagement, school mindset, and teacher-student relationships. The following reflect the favorable responses (percentages) regarding school safety and connectedness: School Belonging: 70% (How much students feel that they are valued members of the school community School Climate (social and learning): 68% (+6%) School Engagement (student investment): 75% (+45%) School Mindset (growth mindset of students): 75% (+17%) School Teacher-Student Relationships (connectedness): 77% (-1%) School Safety (physical and psychological): 68% STRENGTHS, GROWTH, CHALLENGES, BARRIERS WLCCES continues to be successful in the implementation of school climate and connectedness initiatives. Scores from the previous year increased significantly for school engagement and mindset. Improving school safety continues to be an area of need. EFFECTIVENESS AND NEXT STEPS WLCCES will continue to take steps to implement actions that are determined to be effective and incorporate educational partner input, including hiring school safety personnel to address identified needs, providing parent learning opportunities on requested topics and form more community partnerships to support school climate and student achievement Met WLCCES will continue to monitor the implementation and effectiveness of goals and actions and refine, as needed, in 2024-2025. 26JUN2023 2023 19647336116750 PUC Community Charter Middle and PUC Community Charter Early College High 6 "DATA: 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 77% 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 77% Confer My teacher respects my ideas and suggestions 86% Confer My teacher wants us to share our thoughts 86% Consolidate The comments that I get on my work in this class help me understand how to improve. 84% Control Student behavior in this class is under control. 73% 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. 89% PUC CCECHS: 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 77% Care My teacher really tries to understand how students feel about things 84% Confer My teacher respects my ideas and suggestions 86% Confer My teacher wants us to share our thoughts 88% Consolidate The comments that I get on my work in this class help me understand how to improve. 84% Control Student behavior in this class is under control. 83% 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% MEANING: PUC CCMS received an overall score of 4.35 of 5 and an Average % Favorable of 83%. PUC CCECHS received an overall score of 4.36 of 5 and an Average % Favorable of 85%. During the 2022-2023 SY, PUC CCMS and PUC CCECHS continued to focus on student engagement. 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. See Criteria for ""USE""." Met USE: The social-emotional well-being of all students is also another focus during the 2022-2023 SY and moving into the 2023-2024 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. 08JUN2023 2023 19647336117048 ICEF View Park Preparatory Elementary 6 ICEF View Park Preparatory Elementary School administered the Panorama Student Survey: Summary of results: 92 Respondents ? 84% Belonging: How much faculty and staff feel that they are valued members of the school community. ? 59% School Belonging: How much student feel they are valued members of the school community. ? 51% School Climate: Perceptions of the overall social and learning climate of the school. ? 75% 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. Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners. Met 15JUN2023 2023 19647336117667 Camino Nuevo Charter Academy 6 The data shows that most students feel supported at their schools. There are also indicators that students feel safe as it relates to school health protocols for Covid prevention. The data also shows that most students have positive relationships with their teachers and school staff. We do see opportunities for fostering a sense of belonging in the community. Students went from a period of isolation in distance learning, to fully in-person learning. Strengthening their readiness to learn is also an area of focus for us as we plan ahead. Met Students are still adjusting to the inconsistencies that came with the Covid era of their academic experience. The community went from isolated studies to a full in-person educational setting. We believe that providing students with spaces to connect with the community and have a sense of connection will have a meaningful impact on their readiness to learn and feel a sense of belonging. We have started this strategic work with the following: Implementing a Culture Calendar: This is dispersed to the student body at each school and community connection is highlighted and celebrated. Anti-Bullying Assemblies/Campaigns : In an effort to foster a positive, accepting environment, we have had a “Call to action” for all students. In these spaces students are asked to make a commitment to speak up for one another. To take a stand against bullying. We have paired these assemblies with posters throughout the campuses to remind students of their commitment. Assemblies about respecting personal space: We have also seen that some students still battle with social anxiety and that can impede on the ability to focus. We intend to continue to combat this with assemblies that help with their social emotional awareness of themselves and the world around them. Trauma-Informed Training for staff: As we continue to be strategic in our approach with students, we see the importance of staff involvement. For this reason, we have spaces where teachers and school staff can learn ways to engage 20JUN2023 2023 19647336119044 Multicultural Learning Center 6 This year we surveyed students in grades 3-8. Here is a summary of Schoolwide Data: • 65% of students reported that their teaches frequently seem excited to teach their classes • 74% of students reported that their teachers encourage them to do their best • 53% of students reported feeling quite comfortable participating in their classes • 81% of students reported their teachers are very or extremely respectful toward them • 53% of students feel that people at MLC understand them well as a person • 72% of students feel that they feel a strong sense of belonging at MLC • 73% of students report that they care a great deal about other people’s feelings • 66% of students feel they get along very well with others who are different from them • 59% of students feel that they can express their feelings during an argument with peers most of the time. • 59% of students report a very positive climate at MLC • 46% of students report that students are disrespectful to others • 68% 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: • The younger the grade level, the more students reported teachers seem excited to teach • Students in 3rd and 4th grade are the most comfortable participating in class • Third graders expressed the highest levels of being understood as a person, and 8th graders scored this question the lowest. • Students ability to express feelings during an argument increased by grade level. • Students in the elementary grades (3-5) reported a higher score for positive climate then those in middle school grades (6-8) 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 • Professional development for teachers and staff in Restorative Practices • Behavior Specialist to work with grades 5-8 to focus on increasing needs for support with social interactions, peer relations, problem solving, and communication for those students. • Re-positioning staff and creating balanced instructional teams to allow veteran teachers to share expertise and strategies • Working with partners to increase programming in mental health supports, and trauma informed practices and have obtained grants to support this work from the Department of Justice and U.S. Department of Education. • Project Based Learning – to engage students in the classroom at higher levels and to encourage more participation and comfort and adding additional work around universal design for learning to increase our capacity for more inclusive practices. • We are working with partners to deepen our diversity, equity and inclusion and anti-bias practices at MLC and deepening our work in engaging diverse students equitably. Met 22JUN2023 2023 19647336119531 CHIME Institute's Schwarzenegger Community 6 "CHIME administers the PASS survey to all students K-8. In our most recent administration, students reported a high degree of ""self-worth"" across all grade levels as well as a high confidence in learning. Respondents expressed positive feelings about school and attendance to school. One area for improvement revealed in the PASS survey were feeelings about individual work ethic and preparedness for learning. Based on the prior positive student survey results, 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, two part-time school psychologists and one part-time mentor specifically dedicated to 6th-8th grade. All service providers use the “push-in” approach to deliver service minutes, as well as 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 supports to our students. CHIME has also invested heavily in Restorative Justice training and programs for our teachers, staff, and students." Met 27JUN2023 2023 19647336119903 Downtown Value 6 In the spring of 2023, 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: 35% of the students who responded that they feel they belong to the school 41% of the students who responded feel safe at the school 43% of the students feel the rules a the school are fair for all students 58% of the students feel the staff makes it clear that bullying is not tolerated 62% of the students are aware of counseling services at the school In the survey on question 14, 90% of the parents expressed their child feels safe at school. While we value that 90% of the parents feel their children are safe at school, we would like a higher percentage of students (35%)to feel they belong and feel safe(41%) at our school. Our hope is that now that safety restrictions for COVID 19 have been 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 and our Nutrition Program Director so we hope these options increase the rating in food. Met 09JUN2023 2023 19647336120471 Puente Charter 6 Puente Charter School administered an internal student climate survey that will be presented to staff to reflect on findings to identify areas of strength and areas for growth: • 97% of respondents stated they were happy at Puente Charter School. • 97% of respondents agreed the school is neat and clean. • 95% of respondents agreed teachers/other grownups check on how students are feeling. • 100% of respondents agreed teachers/other grownups listen to students when they have something to say. • 100% of respondents agreed teachers/other grownups want students to do their best. • 98% of respondents agreed Puente teaches students to care about each other and treat each other with respect. • 94% of respondents agreed they feel safe at Puente. Met 14JUN2023 2023 19647336120489 Para Los Niños Charter 6 Student Survey Learnings: upon reviewing the Spring 2023 Student Survey data, the LEA sees a strength in “school belonging”. Nearly 100% of all 3rd through 5th grade students completed the survey with 86% of respondents stating that they would recommend the LEA to friends and family. Additionally, over 85% of respondents indicated that they: felt connected to the adults at their school; feel like people at their school care about them; and feel like they belong at their school. An area of growth according to the survey data analysis is in “school safety” where 59% of respondents indicated they worry about violence at their school. Not applicable, as the survey administration was anonymous, and results cannot be disaggregated. Response for Continuous Improvement: in response to the student survey data the LEA is taking the following actions: • Continuing to build the LEA’s practice with Restorative Justice; leveraging community-building and harm circle protocols to address student concerns about safety. In doing so we believe we will be able to empower students to speak to their classmates and name the behaviors they want to see from their peers. • Continue offering Social Emotional Wellness professional development to the LEA’s staff where we emphasize the important role staff play in supporting students’ feelings of belonging. Met 22JUN2023 2023 19647336121081 ICEF View Park Preparatory Middle 6 ICEF View Park Preparatory Middle School administered the Panorama Student Survey: Summary of results: 143 Respondents ? 75% Belonging: How much faculty and staff feel that they are valued members of the school community. ? 41% School Belonging: How much student feel they are valued members of the school community. ? 39% School Climate: Perceptions of the overall social and learning climate of the school. ? 67% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. ? 40% School Safety: Perceptions of student physical and psychological safety at school. Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners. Met 15JUN2023 2023 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 will survey students three times a year. We will collect social emotional student data using Kelvin, a Social Emotional Learning survey, which will inform our practices and classroom instructional practices. The Los Nietos School District will refresh the MTSS process during the 2023-24 school year. 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 system, preschool though eighth grade. 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 of 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 22JUN2023 2023 19647740000000 Lynwood Unified 6 Data. The Data was collected from our Youth Truth Survey. It was disseminated to the following groups total Participants: 1,505 Parents and Community Members: 512 at 34% High School Students: 691 at 45.9% Classified Staff: 85 at 5.6% Certificated Staff: 214 at 14.2% Parents and Community Members: 512 at 34% High School Students: 691 at 45.9% Classified Staff: 85 at 5.6% Certificated Staff: 214 at 14.2% What the Lynwood Unified School District learned was that our stakeholders are overall satisfied with the climate of our District however in areas where they felt we are successful they also expressed a need for us to continue with best practices around community engagement and school connectedness. Our data suggest that while there were some concerns with overall satisfaction the percentages were not too far off in how each group felt about climate and student connectedness in our District. For example, in the results for what students need to feel successful in school the stakeholders choose these prioritiesAcademic support for students (e.g. tutoring, after school programs, Student Success Teams {SSC}- 1,171 at 78% Access to technology (e.g. computers, software, coding, programming, training)- 934 at 62% Instructional support for students with disabilities, low income, or foster youth- 987 at 66% Culturally inclusive instruction that is relevant for our diverse student population- 714 at 47% Instruction, Intervention, and Monitoring for English Learners-785 at 52% Student to home connections- 688 at 46% Parent and Family Engagement- 789 at 52% Social Emotional Health and Wellness Support- 917 at 61% Based on this data the Lynwood Unified School District will take specific actions, such as: Increasing resources through our Community Schools Grant Complete a Facilities Maintenance Plan to address facility concerns Expand Professional Development to focus on healthy teacher/student relationships that support academic and social emotional outcomes. These decisions are garnering results in that resources and allocations are more aligned to the needs of each individual school. We have expanded staff to provide more 1:1 and small group services on academics and social-emotional needs. We will continue to monitor these actions through our district stakeholder group comprised of certificated, classified, administrators, parents, and students. Additional data,Do you feel safe at school: 65th Percentile Do you feel connected to your school community: 73.5 percentile. For 23-24 we are planning for our outcome to be in the 85 percentile by strategically implementing specific actions for our student groups. Met In school year 2021 we created and developed social emotional specialist for each school in our district. We also hired additional Clinical Licensed Social Workers to transition students back to in person learning and support students in mitigating emotions. As a result we have seen a decrease in office referrals and suspensions. 23JUN2023 2023 19647900000000 Monrovia Unified 6 1. Data: Key learnings from the CHKS: School Connectedness: The majority of elementary students feel a sense of connectedness to their school, while about half of middle and high school students reported that they felt connected to their school. The sense of connectedness appears to diminish as students 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: A majority of elementary students (75%) reported a sense of safety at their schools, and a small percentage (between 2%-9%) reported feeling unsafe. Only 43% of middle school students reported feeling safe at school, and 50% of high school students responded that they felt safe at school. Students’ perception of safety seems to diminish significantly 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. 2. 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 a sense of connectedness and safety through middle and high school. 3. Use: Revisions, Decisions, Actions Capturing Kids Hearts-- District-wide implementation of a character-based initiative for all staff (certificated and classified) that equips schools to implement transformational processes focused on social-emotional wellbeing, relationship-driven campus culture, and student connectedness. Second Step-- Implementation of a social-emotional learning program across all elementary and middle schools. The program empowers students of all ages to build skills that will build cooperation, communication, and healthy decision-making. Restorative Practices-- An increasing number of teachers and staff have attended a two-day restorative practices workshop, including all of our counselors and new teachers. The workshop empowers teachers and staff to build trusting relationships with students and support their social-emotional wellbeing. PBIS- All of our elementary, middle and high schools continue to build their capacity to implement Positive Behavioral Interventions and Supports (PBIS). This past year, five schools achieved silver status from the state PBIS recognition program, and we anticipate that some will apply for gold status based on significant improvements to their PBIS implementation. In the past year, we added counselors at all elementary school sites and two social workers to provide support for students and families. In the past year, we added counselors at all elementary school sites and two social workers to provide support for students and families. Met 28JUN2023 2023 19648080000000 Montebello Unified 6 Montebello USD administers a yearly LCAP survey to all educational partners, 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% 2022-23: 81.5% I feel connected to school. 2019-20: 67.4% 2020-21: 90.7% 2021-22: 70.7% 2022-23: 69.6% Parents and personnel completed 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% 2022-23: 86.9% Personnel: Students feel safe at school. 2019-20: n/a 2020-21: 91% 2021-22: 92.3% 2022-23: 87.4% Parents: Students feel connected to school. 2019-20: 87.6% 2020-21: 86.7% 2021-22: 84% 2022-23: 85% Personnel: Students feel connected to school. 2019-20: 87.1% 2020-21: 91.2% 2021-22: 83.5% 2022-23: 86.9% 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, contributing to their sense of safety. Student perceptions of safety and connectedness decreased in 2022-23. 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 support 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 28JUN2023 2023 19648160000000 Mountain View Elementary 6 The LCAP Student survey was administered to 1,878 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. We have increased the number of campus monitors per site to address issues and provide students and families with a sense of security. Campus Monitors at the K-8 have been trained to use Playworks (an evidence-based program) to use play as a means to address SEL and social connectedness. Our community partners and School Resource Officer are proactively involved with each of our schools through parent meetings, 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-to-peer 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. Counselors are going through Hatching Results (evidence-based training) to create a solid comprehensive mental health program. Counselors are providing TIER I support for all students. A Foster Youth Counselor was hired to meet with Foster Youth on a regular basis to monitor the Individual Support Plans 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 were bullied or saw someone get bullied. We will continue to incorporate questions related to student ano Met 27JUN2023 2023 19648320000000 Newhall 6 The California Healthy Kids Survey was administered to 5th grade students. 74% of students feel a part of the school. 80% of students feel that adults at school care about them. 78% of students feel that school is a safe place. 1,182 parents/guardians filled out the School Effectiveness Survey 95% reported that their child was excited about learning at school. 96% reported that their school encourages them to participate in school activities. 88% felt that school is a safe place for their child. 97% were satisfied with their child’s school. Sites have examined their own data and added action steps into their School Plan for Student Achievement for the 2023-24 school year. In general, students feel that the adults at school care about them. There continues to be a trend around the need for more social emotional and behavioral support. As a district, we support the ongoing efforts to implement and support Positive Behavior Intervention and Support (PBIS), social emotional lessons from our counselors, and ongoing education and partnerships with our families. Met 27JUN2023 2023 19648400000000 Norwalk-La Mirada Unified 6 District data was collected in 2022-23 using a set of school climate and culture surveys through Panorama. The survey was given to students, parents, and staff in the Spring of 2023. 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% Knowledge and Fairness of Discipline, Rules and Norms 92% Sense of Belonging (School Connectedness) 92% Safety 93% Student Culture & Climate Survey Topic Descriptions include the following with the percentage of favorable responses: ELEMENTARY STUDENT SURVEY Climate of Support for Academic Learning 71% Knowledge and Fairness of Discipline, Rules an Norms 83% Safety 68% Sense of Belonging (School Connectedness) 77% SECONDARY STUDENT SURVEY Climate of Support for Academic Learning 64% Knowledge and Fairness of Discipline, Rules and Norms 72% Safety 65% Sense of Belonging (School Connectedness) 54% Student SEL Survey ELEMENTARY STUDENT SURVEY Growth Mindset 75% Self-Management 73% Social Awareness 72% Self-Efficacy 64% SECONDARY STUDENT SURVEY Growth Mindset 63% Self-Management 67% Social Awareness 63% Self-Efficacy 45% Met 26JUN2023 2023 19648570000000 Palmdale Elementary 6 School Safety 69% felt safe at school most or all of the time Safe & Civil Schools Engagement & Connectedness 74% felt adults at school care about them 53.6% high level of school connectedness Student Engagement Advocates (SEAs) Student PROMISE Ambassadors Student Board Members Interschool Communication Council (ICC) Social Emotional Learning 82% felt respect by other 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. 20JUN2023 2023 19648570112714 Antelope Valley Learning Academy 6 In the spring of 2023, 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: * 99% of the students reported that they felt safe * 95% students 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. During the school year, 97% staff reported that they felt safe, and 99% staff 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 09JUN2023 2023 19648570125377 Palmdale Aerospace Academy 6 The Palmdale Aerospace Academy has many strengths according to the survey results. A majority of respondents care about our school. Understand expectations,and trust teachers and staff members.They also feel safe at school. However, the perception of bullying is an area of growth. In 5th grade surveys, 55.7% of the respondents strongly agreed or agreed that there is a problem with bullying. 40% of 8th grade respondents strongly agreed or agreed there is an issue with bullying and 31.8% of 11th grade students strongly agreed or agreed with an issue of bullying. The Palmdale Aerospace Academy has continued in its implementation of anti-bullying strategies. PBIS has continued to be implemented at the elementary site, where it has earned SIlver Achievement status. Implementation at the secondary site continues and is reinforced using a 5-star program to provide a manner of rewarding students for their positive behaviors and actions. Training to build and strengthen PBIS teams is ongoing through the program provided at LACOE. Along with PBIS, the academy is using SWIS as part of the PBIS Apps to track student behaviors across campus in order to provide the support necessary to mitigate the issues before they become problematic. Finally, a social emotional relationship building program, Capturing Kids Hearts (CKH) continues in its implementation. Staff will continue to be trained in a cyclical manner to ensure that all staff across the Academy have received equitable training to participate in this SEL model for relational capacity. Met 12JUN2023 2023 19648570140889 Palmdale Academy Charter 6 Not Met For Two or More Years 2023 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 Not given 22-23 7th Grade (754 of 844 students took the survey/ 89% response rate) School Connectedness: 68% Caring Adult Relationship: 61% School Perceived as Safe or Very Safe: 75% 9th Grade (805 of 932 students took the survey/ 86%) School Connectedness: 70% Caring Adult Relationship: 58% School Perceived as Safe or Very Safe: 81% 11th Grade 739 of 955 students took the survey/ 77%) School Connectedness: 65% Caring Adult Relationship: 64% School Perceived as Safe or Very Safe: 76% 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 and include more training and support at the school sites. We have continued to provide universal programming, targeted response services, and crisis intervention. We would like to focus on 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 we already implemented that produced positive results consisted of guidance lessons at 6-12 followed by a wellness screener and 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 concerning school safety and connectedness. Met 21JUN2023 2023 19648730000000 Paramount Unified 6 "The California Healthy Kids survey was administered to students in 5th, 7th, and 12th grade. Students in 5th grade 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 - 94% responded Yes, some of the time/Yes, most of the time/Yes, all of the time. Students in 7th and 12th grade were administered the California Healthy Kids survey and were asked to respond to the custom statement “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 - 82% responded Strongly Agree/Agree 12th grade - 92% responded Strongly Agree/Agree Students in 5th were also asked to respond to the statement ""Do the teachers and other grown-ups at school care about you?"" 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 - 97% responded Yes, some of the time/Yes, most of the time/Yes, all of the time. Students in 7th grade & 12th grade were asked to respond to the statement ""There is a teacher or some other adult from my school who really cares about me."" Students responded with one of four responses: Not at all true A little true Pretty much true Very much true 7th grade - 85% responded A little true/Pretty much true/Very much true. 12th grade - 87% responded A little true/Pretty much true/Very much true. Survey results were shared with school principals. Principals analyzed site data to plan action steps specific to their 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. 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. Playworks is being implemented at all elementary sites. This program encourages healthy play, peer leadership, and conflict resolution. Counselors regularly provide lessons using Second Step, a program designed to meet the social-emotional needs of students. All of these approaches foster a positive, caring school climate and increase students’ connectedness with school." Met 27JUN2023 2023 19648810000000 Pasadena Unified 6 Schools Safety results from the student surveys reflect relatively strengths in addressing bullying prevention and establishing school climates that minimize physical confrontations. While these are areas of relative strength, favorability ratings in school safety show significant opportunities to improve students’ experiences around disrespectful behaviors. These include peer-to-peer interactions and student-staff interactions. This is also situated next to results within Sense of Belonging where Elementary Students showed a net increase in the percent of students responding favorably to each question while secondary students showed a net decrease in favorability ratings across all questions except for “I feel close to people at this school” which saw a 1% increase. Results also reveal that students may not experience school violence nor fighting on a consistent basis, yet a majority observe instances of disrespectful behavior. When disaggregating the results for the fights at school and disrespectful behaviors by race/ethnicity and English learner identification status, Black/African American students and English learners show lower rates of favorable response than other student groups. When looking at results across elementary and secondary school results, results fall into general patterns where students feel their schools are supportive environments (high supportive relationship) while not always the post responsive (lower sense of belonging in secondary grades). When looking at student response to the open-ended question “What can teachers or other adults at school do to better help you?”, student responses reflect greater desire to be heard, responded to, and engaged (especially at the secondary grade levels). When taking these results and observations, they point to a need to improve the implementation of culturally responsive, trauma informed, and culturally inclusive practices used by staff, classroom teachers, and students. These practices provide the over arching framework for building the behaviors and dispositions needed to improve students’ sense of belonging and school connectedness. Additionally, school level favorability rates in sense of belonging and supportive relationships showed greater year-over-year gains in elementary schools whose Tiered Fidelity Inventory scores were 70% or higher with the most pronounced growth for schools at 87% or higher. This finding is important as it provides confirmatory data that supporting school sites in implementing plans aligned with the Tiered Fidelity Inventory increase students’ school connectedness and relationships. Further investigation needs to be done on improving school climate with regards to the issue of “respectful behaviors and expectations”. This includes understanding the types of behaviors students categorize as respectful/disrespectful and how responses to these findings can be (if not already present) into adopted SEL curriculum or professional development opportunities. Met This is the third year that Pasadena Unified has utilized the Panorama School Climate survey. The Panorama Student Climate & Culture Survey was administered to students in grades 3-12 with 1,420 students responding to the Elementary Survey and 2,297 students responding to the Secondary Survey. Results are reviewed as the percentage of student responses that indicate a “favorable response” based on Panorama’s assessment of the construct (“safety”, “sense of belonging”, “supportive relationships”). These constructs are assessed by the following questions: Sense of Belonging • Do you feel close to people at school? • Are you happy to be at this school? • Do you feel you are part of this school? • Do teachers treat students fairly at school? Safety • Do other kids hit or push you at school when they are not just playing around? • Do other kids at school spread mean rumors or lies about you? • Do other kids at this school ever tease you about what your body looks like? • Do other kids steal or damage your things, like your clothing or books? • How safe do you feel when you are at school or in online school sessions? Supportive Relationships • Do you have a teacher or other adult from school who you can count on to help you, no matter what? • Do you have a family member or other adult outside of school who you can count on to help you, no matter what? • Do you have a friend from school who you can count on to help you, no matter what? 29JUN2023 2023 19648810113464 Aveson Global Leadership Academy 6 Not Met For Two or More Years 2023 19648810113472 Aveson School of Leaders 6 Not Met For Two or More Years 2023 19648810113894 Pasadena Rosebud Academy 6 Not Met For Two or More Years 2023 19648810118075 Learning Works 6 Students were surveyed in 2023 (n=57) using an instrument developed by LW to assess student wellness and to provide feedback about their experiences. These are the results from this survey: • Overall students had positive feedback for the school and staff and the efforts they were making in school • The majority of students feel supported and cared for by teachers and staff but need for more support in college and careers • Student survey identified areas of concern and need for a deeper dive on general student health and wellbeing with one in five not getting enough sleep or spending time outside regularly and almost a third “felt depressed or anxious” or reported “increased family responsibilities” “distracted at home” or had “obstacles in personal relationships.” • Students indicated challenges with math and English primarily as being difficult with several mentioning history • Some students made suggestions for more quiet spaces and support with communication and self-advocacy; staff also want more workshops on peer relationships and social and emotional support for students including grief and loss, active listening, youth mental health training 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 2023 Dashboard, the ASSETS survey data was matched between 170 students who had enrolled in both 2021-22 and 2022-23 to assess any differences over time for students who returned to LW the following year. There were improvements over time in all five categories with the most improvement in “feel good about school” increasing from 78% to 85% from 2021-22 to 2022-23. More students also indicated “they care about their educational future” (5% increase). “Mental and moral framework” increased over the two years by 3% and “family/home life” increased by 2%. Met 27JUN2023 2023 19648810136945 OCS - South 6 DATA: Reflect on the key learnings from the survey results and share what the LEA learned. The 2023 End of Year Student Survey was administered to students in grades 2nd through 8th with the aim of learning about their experiences in the classroom and on campus. Some important highlights of this survey include: Over 80% of 6th & 7th grade students indicated feeling adults at the school care about them 92% of 4th and 5th grade students indicated their teacher has created a safe learning space for them Over 90% of 2nd and 3rd grade students indicated their teacher cares about them Over 91% of 2nd and 3rd grade students indicated they like coming to school everyday Over 94% of 4th & 5th grade students indicated they had a good group of friends at school; 90% of 6th & 7th grade students indicated they had a good group of friends at school These results serve as evidence that overall, our school climate and campus are a safe, welcoming, and positive environment for students. 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 examining the results of the Spring 2023 End of Year Parent, Student, and Staff surveys a generalized theme does not emerge in terms of a focus area for improvement. The diverse constituents, grade levels, and staff categories do not converge toward a specific theme but rather segmented areas. From parents we learned about inconsistent approaches to communication; from students we learned about different experiences on learning and classroom environments based on teacher, and from staff we learned about a lack of clarity of work expectations based on their individual roles. USE: What revisions, decisions, or actions has, or will, the LEA implement in response to the results for continuous improvement purposes? Why? If you have already implemented actions, did you see the results you were seeking? The results of the Spring 2023 End of Year Parent, Student, and Staff surveys provide several informative points that school administrators and the Governing Board should consider. These include a consistency in approach to instruction, assessment, parent communication, and role clarification. Overall, these are areas for improvement that we can attribute to the lasting effects of the COVID-19 pandemic which disrupted the schools’ operations and functions. In the year ahead, our new school administration will be devising increased clarification and structure to minimize their impact Met 20JUN2023 2023 19649070000000 Pomona Unified 6 For Pomona Unified the 2022-23 CHKS results show that in the area of School Connectedness, students (in the surveyed grades) had the following results: 57.5 felt a sense of connectedness to their school. Moreover, the adults survey results indicated that 79.7% of adults felt a sense of connectedness to their children's school. In the area of Caring Adults the percentage of students was 25.5% and adults was 33.2% that feel students are surrounded by caring adults. For School Safety, the percentage of students was 53.0% and adults was 29.6%. Lastly, for bullying, the percentage of students that experienced any bullying or harassment was 26.7% for students and 16.3% for adults. The data shows that there is an overall trend that students have a more positive survey result than parents. Met 28JUN2023 2023 19649070115170 School of Extended Educational Options 6 Not Met 2023 19649071996693 School of Arts and Enterprise 6 According to survey results, The SAE continues to increase or maintain strong local climate outcomes The SAE provides help when a student is struggling socially or emotionally: 55% Agree or Strongly Agree, 30% Neutral The SAE provides good security for a safe campus: 72% Agree or Strongly Agree, 19% Neutral The SAE responds appropriately to disruptive or harmful student behaviors: 47% Agree or Strongly Agree, 27% Neutral. The SAE provides ways for me to voice my opinions of the school: 65% Agree or Strongly Agree, 24% Neutral The SAE did not disaggregate data by demographic criteria. This is an area of growth for revision of this data collection. Met 26JUN2023 2023 19649076021984 La Verne Science and Technology Charter 6 Not Met 2023 19649310000000 Rosemead Elementary 6 "The Rosemead School District administered the California School Climate, Health, and Learning Survey/California Healthy Kids Survey (CalSCHS) in spring 2023. 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, 2023 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: 65% -Students Middle: 55% Parents: Strongly agree that ""this school has adults who really care about students."" -Parents: Elementary: 52% -Parents: Middle: 36% 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% 2023 CalSCHLS Data: Response to the questions with statements about meaningful participation (Students: At school, I do meaningful things, help decide activities, have a say; Parents: This school gives all students opportunities to “make a difference.”) Students Elementary: 40% Students Middle: 24% Parents: Elementary: 55% Parents: Middle: 31% 2023: 100 % of Rosemead Schools hold Leader in Me (LIM) Lighthouse Status One school also holds Leader in Me Legacy Status 2023 LIM Measurable Results Assessment (MRA) Average Scores reported by students, teachers/staff, and parents: Leadership: 75% Culture: 77% Academics: 75% 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. In response to the CalSCHLS data, the" 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. 29JUN2023 2023 19649640000000 San Marino Unified 6 This measure addresses information regarding the school environment based on a local climate survey administered annually on the topics of school safety and connectedness. Each year, SMUSD administers a local climate survey, California Healthy Kids Survey, (CHKS) that provides a valid measure of student perceptions of school safety and connectedness. Results from these surveys are analyzed in effort to develop actionable next steps to help promote school safety and connectedness. Survey results are reported annually to the Board of Education, provided to all SMUSD community constituents through the California School Dashboard and contribute to the development of the SMUSD’s Local Control Accountability Plan. A summary of the 2023 CalSCHLs data provided for this indicator is provided below: In spring of 2023, 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, 682/851 (80%) students responded to the CHKS survey. The following shows student participation by grade level: Grade 5 = 139/221 (63%), Grade 7 = 219/219 (100%), Grade 9 =193/216 (89%), and grade 11= 131/195 (67%). Of the students who participated in the 2023 CHKS, 76% (3%)indicated that they felt safe at school, 61%(nc) indicated that schools promote caring adult relationships, 67% (5%) indicated strong school connectedness and 29% (1%) indicated meaningful participation. Based on student responses, with particular attention to perceptions of school safety and meaningful participation, SMUSD continues the need to further focus on strategies and programs aimed at increasing students' perceptions across all metrics. Met 27JUN2023 2023 19649800000000 Santa Monica-Malibu Unified 6 The survey data indicated that most educational partners have a positive impression of the overall quality of education provided at their school. While most students report that they feel included (74%) and welcome (72%) at their school, fewer feel comfortable issuing complaints about racism and discrimination (49%) and are dissatisfied with how SMMUSD has handled complaints (39%). During the 2023 school year, we will conduct focus group with students to gain more insight on these issues. Met a.) Continue to integrate Social Emotional and trauma informed practice within the instructional day to build relationship and support well-being b.) Maintain current focus on integration of the Social Justice standards in our curriculum guides, expansion of Project Based Learning and implementation of Restorative Justice c.) Continue Diversity, Equity, and Inclusion work with all of our schools with a focused lens on addressing the needs of our BIPOC students d.) Implementation of a DEI Litmus test for determining equity of programs at the district and school level. 29JUN2023 2023 19649980000000 Saugus Union 6 "In March of 2023, 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 (69.42% parents agree & 49.6% students agree). The data from this survey also indicated that parents and students feel that bullying is being addressed (66.89% parents agree 55.36% students agree). Students, parents and staff indicated that our schools are places where mental health and well-being are as important as academic achievement (parents agree 82.4% and students agree 69.05%, and staff agree 85.67%) . 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. (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 LCAP goals. Staffing needs for Teachers on Special Assignment (TOSA) coaches in academic areas continued to be a desired action to ensure that all teachers can implement appropriate instructional strategies for working with English learner 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 and additional social workers at each of our school sites." Met 27JUN2023 2023 19650290000000 South Pasadena Unified 6 California Healthy Kids Survey (CHKS): 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 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 indicates 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 indicates 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%). LCAP Student Survey: The CHKS is administered biannually and was not administered in the 2022-23 school year. In place of CHKS results, SPUSD is using results from the LCAP Student Survey. 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). Grade 7 LCAP Student Survey indicates the majority of 7th graders feel cared for (70%) and safe and secure (85%). Grades 9 and 11 LCAP Student Survey indicates the majority of 9th and 11th graders feel cared for (74%/75%) and safe and secure (85%/83%). 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, restorative practices, and character education. Met 27JUN2023 2023 19650370000000 South Whittier Elementary 6 South Whittier School District administers Healthy Kids Surveys to 5th, 6th and 7th grade students annually The surveys collect data to indicate how safe students feel at school and how connected they feel to their school. The 2022-2023 results provide the following information related to school climate: 65% of 5th and 6th graders and 51% of 7th graders believe that there are caring adults in the school. 44.9% of 5th and 6th graders and 24% 7th graders feel they have opportunities for meaningful student participation at school. 34.0% of 5th and 6th grade girls and 35% of 7th grade students have felt that they were the victim of cyberbullying in the last 12 months. There is moderate percentage of students that feel they have meaningful particpation in school and that there are caring adults, indicating a low level of school connectedness. This will be a continued area of focus for the district. 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. PBIS Leadership and differentiated training for all site teams will assist teams in developing site based practices to meet specific needs of students and hone in on relational activities to ensure every student is seen, heard and valued on each campus. In addtion, the continued implementation Wellness Services program (3 LCSWs, 3 MSWs, and SW Interns) will provide an additonal layer of support for students and families, as well as provide professional learning for staff. Community liaisons will help strengthen the school-to-home connection and provide access to school based and community resources. Met 20JUN2023 2023 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 for climate and safety reporting. Data analysis showed that students generally felt physically safe at all nine schools and parents shared that they felt that their child is physically safe in the schools, as well. The data from 2022 LCAP survey results to 2023 results showed an increase in feeling safe at school among students and staff. The increase is attributed to less students and staff being affected by COVID, as indicated on the 2023 comments. 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. Due to the increase in need reported, the District went from 3.2 Social Workers to 8.2 for the 23-24 school year. Meaning: All surveys were distributed electronically. The data from the LCAP surveys indicated that students felt an increase in safety at school and an increase in school climate. However, there was data from the student surveys that indicated that students do need additional social/emotional support. As an example, there were students that shared that they had stress due to the pandemic. As a means of continuous improvement and support for students, the District has added additional social emotional learning supports by adding Social Workers (3.2 FTE to 8.2 FTE), additional counseling session, as well as, Behavior Intervention Aides at all nine school sites. There is ongoing support with School Counselors and Social Workers that provide group and individual counseling to students. This offers students the opportunities to meet with another point person that they can trust, and address needs to remove barriers to accessing their educational program. Use: To support students, staff are targeting Social Emotional Learning for all students, such as Capturing Kids Hearts and Unconscious Discipline. 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. The Social Worker and Principal are visiting homes, and working with the families to create a plan to support positive attendance for the students. Met 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. The District has a Family Resource Center that has resources, such as clothing, food, and school supplies, to meet the needs of the families. An additional resource for the 23-24 school year is bringing in telehealth therapy to the student’s home and/or school if needed. Since the data showed an increase need for counseling support, the District has partnered with Hazel Health, and has telehealth therapy available to support individual students and families as needed. This is free to all families and students. 14JUN2023 2023 19650520000000 Temple City Unified 6 The California Healthy Kids Survey is scheduled to be administered for the 2023-2024 school year to students and families. Based on the results of the 2022-2023 California Healthy Kids Survey, the following data points are relevant for us to monitor annually: -85% of our 5th grade students reported feeling safe at school most of the time or all of the time -78% of our 5th grade students reported feeling connected to school most of the time or all of the time -12% of our 7th grade students strongly disagreed or disagreed with the statement “I feel safe at school” -57% of our 7th grade students reported feeling connected to school most of the time or all of the time -11% of our 9th grade students strongly disagreed or disagreed with the statement “I feel safe at school” -55% of our 9th grade students reported feeling connected to school most of the time or all of the time -14% of our 11th grade students strongly disagreed or disagreed with the statement “I feel safe at school” -50% of our 11th grade students reported feeling connected to school most of the time or all of the time Based on the information from this data, the district has continued to implement Positive Behavioral Interventions and Support (PBIS) implementation through a Multi-Tiered System of Supports (MTSS). This is an area of strength across the District, as many schools were recognized for their successful implementation of socio-emotional, behavioral, and mental health supports to students during the 2022-2023 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 will develop a PBIS SMART goal that will be measured through Tiered Fidelity Inventories (TFIs) or the California Healthy Kids Survey data. In addition, the District expanded its MTSS Behavior Program by hiring counselors for each elementary site, two Board Certified Behavior Analysts (BCBAs), a special education Teacher-on -special assignment (TOSA), and an English Language Development and Literacy TOSA to increase socio-emotional, behavioral, academic 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 by utilizing a Public Information Officer for the 23-24 school year. These actions will allow the District to continue and improve its commitment to the safety and well-being of all students. Met Temple City Unified has school climates and academic programs that are award-winning as recognized by the following recognitions held by our schools: PBIS Silver Recognition Award - Longden Elementary School PBIS Silver Recognition Award - Emperor Elementary School U.S. News Best High School 2023 - Temple City High School California Distinguished Schools Award - District Wide Niche A+ School District -#45 Best District in California Niche A School - La Rosa, Emperor, Longden, Cloverly, Oak Ave Niche A+ School - Temple City High School 2023 SkillsUSA Health National Knowledge Bowl - Third place - Temple City High School Science Olympiad Winners - Temple City High School & Oak Ave 2023 CIF Champions - Softball - Temple City High School 2023 Edison Scholar - Temple City High School Student Award 28JUN2023 2023 19650600000000 Torrance Unified 6 TUSD first began surveying students on the topics of school safety and connectedness during the 2018-19 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. In 2020-21 new questions were added to the survey. 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 2022-23 demonstrated a slight decrease (-3%) in the district-wide Total Positive Response Rate from the previous year. Both Elementary and Middle school rates decreased by -4% from the previous year. The High School rate decreased by -3% from last year (and +1% over five years). We believe these slight decreases are a result of post-Covid fatigue associated with the full return to in person schooling. Additional social-emotional supports, attendance intervention supports, a return to more school activities post-Covid, and focus on individual needs of students will all have a positive impact on the 23-24 School Climate Survey results. 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 five 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 20JUN2023 2023 19650780000000 Valle Lindo Elementary 6 DATA: Reflect on the key learnings from the survey results and share what the LEA learned. From the survey results, it's evident that a majority of students in the LEA feel secure and cared for in their school environment. A commendable 91% of students reported feeling safe at school, and an even higher 96% feel they have a supportive adult on staff who cares about them. This indicates a strong sense of community and trust within the school. Furthermore, over 80% of the students express positivity toward attending school, emphasizing a generally positive school climate. However, emerging concerns around cyberbullying and vaping need attention, as these factors could impact the overall wellbeing and safety of the students. MEANING: What do the disaggregated results of the survey and other data collection methods reveal about schools in the LEA, such as areas of strength or growth, challenges, and barriers? The high percentages of students feeling safe and having trust in staff members suggest areas of strength within the LEA's schools. These numbers highlight the effectiveness of the school's community-building efforts, mentorship programs, and staff-student relationships. However, the concerns regarding cyberbullying indicate a need to strengthen digital citizenship programs and online safety education. The mention of vaping indicates potential health and wellbeing challenges that might require more in-depth health education, awareness campaigns, or even counseling interventions. USE: What revisions, decisions, or actions has, or will, the LEA implement in response to the results for continuous improvement purposes? Given the results: The LEA might consider amplifying its programs or curricula that foster student-staff relationships since they seem to be working effectively. The LEA should address the rising concern of cyberbullying by possibly implementing or enhancing digital literacy and online safety programs. To counteract the concerns around vaping, schools within the LEA could host awareness sessions, introduce stricter policies, or even collaborate with health professionals to educate students on the risks associated with vaping. It might be beneficial to create a platform or a feedback mechanism where students can report their concerns anonymously, ensuring that emerging challenges are identified and addressed promptly. By focusing on these areas, the LEA can continue to maintain and improve upon the positive school climate while proactively addressing areas of concern. Met 21JUN2023 2023 19650940000000 West Covina Unified 6 The West Covina Unified School District administered its annual local climate survey in the spring of 2023 to its elementary and secondary students, parents, classified staff, and certificated staff. Students in grades 2-12, parents, classified staff, and certificated staff 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 2023, 76% of 2nd-12th grade students surveyed reported feeling safe at school and 91% 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 94% reported feeling welcomed at the school. Certificated staff were also surveyed with the local climate survey, and 92% reported feeling safe at school and 94% reported feelings of connectedness to their schools. Classified staff completed the annual survey; 92% of them reported feeling safe at school while 95% of them reported feelings of connection to their site. 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 15JUN2023 2023 19650940112706 California Virtual Academy @ Los Angeles 6 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, the school has/will implement the following: • LC Community social platform for parents/LCs to connect with other CAVA parents/LCs schoolwide and within specific grade bands, providing relevant and meaningful connections, information, resources, and support. • Coffee Chats in English and Spanish for parents and LCs to make connections, share information and resources, and build relationships. • ParentSquare schoolwide communication platform, weekly schoolwide and department newsletters/updates, email, phone calls, and announcements and updates shared in daily live class connects sessions. • Schoolwide initiatives to encourage and support fitness and movement. • Schoolwide Social and Emotional Learning (SEL) plan to drive the implementation to better support teachers/staff and positively impact the school's culture. The comprehensive plan includes the importance of behavioral and physical health. • Extended onboarding to support new students and LCs including adding 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/opportunities, video tutorials, transition support for Elem-MS-HS transitions, and family newsletters. • Care Solace • Expanded support, school supplies and holiday gifts for MKV and Foster Youth • Resources and support for families in need • Comprehensive summer plan to engage students, provide social interaction for students and families who are continuing with CAVA, new to CAVA, and students who need additional academic support. • Opportunities for students to interact in Class Connect (CC) sessions through the implementation of project-based learning and 3 Signature Practices (CASEL). • Service-learning course for students in grades 9-12, and service-learning opportunities are being offered schoolwide, including o Red Ribbon Week (Oct) o Operation Gratitude (Dec) o National School Choice/Talent Showcase (Jan) • In-person events offered to students, including school wide back-to-school park day, monthly all-school outing days, service-learning projects, clubs, e-Sports, picture day, pop-up events, and in-person celebrations, to create opportunities for students in geographical areas to connect and make friends. Met 08JUN2023 2023 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. While students' sense of belonging has increased by five percent to 75%, 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. Prosocial behaviors at SJCA have increased this year by four percent bringing their support of each other and offering help to one another to 73% percent. The junior academy findings show the largest area of opportunity to be self-efficacy and social awareness. 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. At the start of the year, students struggled to feel confident in their attempts to better themselves and make incremental improvements over time. Their view has improved somewhat, but it takes time and opportunities to see results. Currently, survey results indicate that students have grown by three percent to 75% in academic self-efficacy by building habits to plan, prioritize and persevere in academic pursuits. 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 20JUN2023 2023 19651020000000 Westside Union Elementary 6 The California Healthy Kids Survey (CHKS) is administered annually, including during the 2022-23 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 From Student Surveys: -Small decrease in middle school students experiencing chronic sadness - 33.5% (35.5% prior); -Elementary students experiencing chronic sadness about the same - 23% (23.5% prior); -Middle school students who have considered suicide about the same - 14.5% (15% prior); -Decrease of students feeling connected to school - 65% of 5th/6th graders (68.5% prior); 49% of 7th/8th graders (54.5% prior); -Small increase of elementary students who felt there are caring adults at school - 61.5% of 5th/6th graders (60.5% prior), while middle school percentages remained the same at 53% in 22-23 (53% prior); and -Decrease in students feeling safe at school - 67.5% of 5th/6th graders (73% prior) reported feeling safe at school and 46% of 7th/8th graders reported feeling safe at school (53% prior). Meaning: There is a continuing need to address school connectedness, social emotional needs, feeling of safety, and inequitable barriers for students in the District. Actions the District has taken or will undertake this year: -Counseling staff will continue to build multi-tiered systems of support based on the American School Counselor Association Model; -Addition of paid intern counselors to the highest need elementary sites; -Increase of an attendance liaison to address needs at TK and K level; -Continue to implement Campus Climate Assistants to support counseling program with a focus on inclusion, team building, and interpersonal skills in both small groups and on the playground; -Continue implementation of increased contracted behaviorist staff across the district; -Continue building social emotional competency through a social-emotional learning curriculum and LDTPE program for 4th-6th grades, including staff training; -Continue implementation of tier III Crisis Paraprofessionals to work closely with, and at the direction of, the behaviorist; and -Continue professional development for certificated and classified staff. Met 20JUN2023 2023 19651100000000 Whittier City Elementary 6 Whittier City School District has maintained a focus on sustaining. positive school climate at each school site. The implementation of a Positive Behavior Interventions and Supports (PBIS) framework has equipped staff at each school to provide tiers of behavior support for students. Upon reflecting on the data, there is a moderate percentage 79% of students who 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 that 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. Currently, our survey indicates that 87% of students feel valued and respected at their school sites. While 69% feel they look forward to attending school. Therefore, we will explore additional avenues that will help connect with every student, This is especially true at 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. Met 20JUN2023 2023 19651280000000 Whittier Union High 6 WUHSD administers the Staff Morale Survey and the Student Opinion Survey annually on a rotating basis. During the preceding years, we administered various pandemic-related surveys in addition to these two surveys and decided to administer the Student Opinion Survey this year, and we will administer the Staff Morale Survey during the 2023-24 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 continue to Administer a Social-Emotional Learning Survey (SEL) using the Panorama program. We continue to analyze the data and share the information with our teachers and administrators during the spring/ summer with a focus on what they can do to support students. We decided to focus on relationship skills and we found that there was some growth in this area. There was 1% to 4% growth for questions about the relationships students have at school and at home. Two relationship-related questions did not grow, but the positive response rate was already very high (about 90% of respondents had somebody whom they “can be completely yourself around”). We are pleased with these results because we know relationships are important and WU really focuses on this. 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. Met 27JUN2023 2023 19651360000000 William S. Hart Union High 6 In the spring of 2023, 2,461 eighth graders (76% of the 8th grade class) and 2,676 tenth graders (71% of the 10th grade class) voluntarily responded to the annual School Climate Survey. One item that came out very clearly for students at all of our school sites is that the respondents feel safe at school. This is seen in their responses to three questions. They believe that there is a teacher or other adult at their school who cares about their well-being or success (86% of the 8th grade respondents and 84% of the 10th grade respondents). They overwhelmingly believe that if a student tells an adult on campus that someone is bullying, the adult will do something to help (92% of 8th grade respondents and 91% of 10th grade respondents). And the vast majority feel close to the other students in their classes (78% of the 8th grade respondents and 69% of the 10th grade respondents). One area of concern arises from the difference in the percentage of students who believe that there is an adult on their campus that cares about them (86%/84%) and the percentage of students who would ask an adult on their campus for help if they did not feel emotionally or physically safe (57%/61%). The almost 30% gap is too large. Work must be done to explore the reason(s) why so many students who believe that adults on campus care about them, would not ask an adult on campus for help if they felt unsafe. This will be an area of focus for school site and district conversations. Met 28JUN2023 2023 19651360114439 Mission View Public 6 In the spring of 2023, 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: * 99% of the students reported that they felt safe * 98% students 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. During the school year, 100% staff reported that they felt safe, and 100% staff 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 02JUN2023 2023 19651360117234 Santa Clarita Valley International 6 Santa Clarita Valley Int'l (SCVi) believes that academic and social-emotional skills are critical to school, career, and life success. We use a Panorama Student Survey to help measure and support our learners' perceptions of school climate, school safety, engagement, belonging, and facilitator-learner relationships. In Spring 2023, learners in grades 3rd-12th took the nationally-normed survey and met or exceeded the national norm in three out of five categories in grades 3-5 and one out of five categories in grades 6-12. An analysis of the survey data reveals that it is evident that our learners have strong relationships with their teachers, feel welcome within our school community, and that our school is providing safe and healthy spaces for students to grow in academics and social-emotional learning. In areas that saw room for growth, continued and added actions will be developed within our Local Control Accountability Plan (LCAP) to ensure our school is placing an emphasis to improve in the following areas: School Belonging and School Engagement. School Safety: Perceptions of learner physical and psychological safety at school. 56% Favorable Responses Overall in Grades 3-5 56% Favorable Responses Overall in Grades 6-12 85% of 3-5 report that it is highly unlikely that someone from school would bully them online. 64% of 6-12 report that it would be quite easy to get help from an adult if they were bullied at school. School Teacher-Student Relationships: How strong the social connection is between facilitators and learners within and beyond the school. 64% Favorable Responses Overall in Grades 3-5 58% Favorable Responses Overall in Grades 6-12 83% in 3-12 believe that facilitators are respectful towards the learners and over half overall would like to have the same teachers again. School Belonging: How much learners feel that they are valued members of the school community. 57% Favorable Responses Overall in Grades 3-5 36% Favorable Responses Overall in Grades 6-12 66% in 3-5 felt that they receive a great deal of support from the adults at their school. 42% in 6-12 felt connected to the adults at their school. School Climate: Student perceptions of the overall social and learning climate of the school. 55% Favorable Responses Overall in Grades 3-5 44% Favorable Responses Overall in Grades 6-12 65% in 3-5 learners felt that the rules at the school are fair. 54% in 6-12 felt their facilitators were excited to be teaching their classes. School Engagement: How attentive and invested learners are in school. 44% Favorable Responses Overall in Grades 3-5 26% Favorable Responses Overall in Grades 6-12 48% of the learners in grades 3-5 were excited to go to school each day and 55% were very focused on the activities in their classrooms. In 6th-12th grade, 20% of the learners felt excited about going to their classes, and 29% were eager to participate in the learning activities. Met 28JUN2023 2023 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 2022-23 school year. In compliance with state requirements, OFL-WSH administered the Comprehensive School Climate Inventory (CSCI) in spring 2023 and will administer this survey again in Spring of 2025. Surveys measured school climate perceptions in: Safety, Teaching and Learning, Interpersonal Relationships, Institutional Environment, and Social Media. The results indicate that 84.62% of students from the targeted grade levels (8th and 10th) participated in the survey. 89.53% of school personnel and 63.46% of parents participated in the survey. Areas of Strength Included the following Student Ratings: Sense of Physical Safety - 4.25 (highest rating received) Physical Surrounding - 4.17 Safety Rules and Norms - 4.2 School Connectedness / Engagement - 4 Analysis of the data findings were conducted to help the LEA’s decision making and impact future actions and LCAP plans. The findings showed identical positive perceptions across stakeholders. Parents and Staff ratings included 4.29 in school connectedness and 4.25/Sense of Physical Safety. Scores across all stakeholder groups, showed a median rating of 3.5 or above in most categories reflecting a positive attitude. Staff had the highest rate of positive responses followed by students, and then parents. 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 Support. Students tended to show lower positive perception median rankings. OFL- William S Hart exhibited areas of strength in Safety Rules and Norms, School Connectedness/Engagement, Social Inclusion, and Respect for Diversity based on the survey results. Challenges include ensuring safe social media experiences, establishing the importance of social and civic learning, and providing social support for students. 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. We continue to increase Sports program awareness and encourage participation which 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 (Goal 4 Action 3 - Student Wellness) to provide students with a safe space to share feelings and connect with other students. The charter received its highest School Climate rating in this area from students of 4.24 and 4.25 from Parents. Pathways trips, including Service Learning, offer experiential learning opportunities with a focus on social and civic learning (LCAP Goal 2, Action 6 - Social Emotional learning) Met 21JUN2023 2023 19651510000000 Wilsona Elementary 6 Youth Truth Student Survey Data Belonging and Peer Collaboration - VSG -48 %, CMS - 48% School Safety - VGS - 56%, CMS - 38% These survey results reflect a more positive response to these indicators by staff. This may be due to leadership changes at the school level. Counselors and psychologists will provide support for our students with the greatest social and emotional needs. This year we have been able to add support in this area with a social/emotional learning specialist. The parent ambassador greet families at the door and assist families with navigating the schools' expectations which has developed an increase in family engagement at school site activities. Met Capturing Kids Hearts has continued to be implemented district wide to support the social emotional needs for students and staff and support the development of a positive school climate. PBIS is also being implemented throughout the district with restorative practices. 15JUN2023 2023 19734370000000 Compton Unified 6 Our district issues the CHKS once a year to grades 5, 7, and 11. When analyzing the survey results, we can see that in the area of School Engagement and Supports 81% of the students in grade 5 believe that adults have high expectations for students, and as many as 79% of them feel academically motivated. 72% of the students also indicated that their parents or another adult is involved in school matters (e.g. homework, grades, checks on progress), while 72% of them believe that the school has support in place to assist students in the area of social and emotional learning. More concerning is the area of school connectedness, as only 64% of the students answered favorably questions related to this topic. School boredom is also as high as 47%. At the secondary level many of these percentages decline. For example, in grade 7 the percentage of students who believe that adults in school have high expectations for students dropped to 67%, in grade 9 to 55%, and grade 11 to 63%. At the same time, on average, less than 50% of the students in these grades believe that they have found a caring adult at the school. Academic motivation also declines as we move up. Thus, in the upper grades, academic motivation only averages to about 63%. In addition, 39% of seventh graders, 44% of ninth graders, and 46% of 11th graders believe that school is boring. In the area of School Safety and Disciplinary Environment, over 60% of the 5th graders indicated that they feel very safe at school, and over 70% of them feel safe on their way to and from school. Over 75% of the students believe the rules are clear and students are treated with respect. At the secondary level, only about 13% of the students indicated that their schools are “unsafe” or very “unsafe”. On average, over 80% of the students indicated that they have not been part of school violence victimization (physical, verbal, spread rumors, etc.) in the last twelve months, and they are not afraid of being assaulted on school grounds. Similarly, 90% of the secondary students indicated that they have not seen anyone carrying a gun, knife, or other weapon during the last twelve months. In response to these results, we will share our data with school staff so that they initiate a plan of action. We will continue to enforce safety protocols that are appropriately communicated to all stakeholders by different means of communication. We will also enforce a better implementation of our already established social-emotional learning programs, Second Step for K-8 and Move This World for High School. In addition to this, we will embed trauma-informed practices into our instruction, and we will expand our Wellness Centers. We will continue to improve 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 27JUN2023 2023 19734370115725 Lifeline Education Charter 6 Lifeline administers both the California Healthy Kids Survey and a local climate survey for all stakeholders annually. The Healthy Kids Survey is administered to grades 5, 7, 9 and 11. The local survey is administered to parents, students K-5, students 6-8, students 9-12 and teachers. Summarized results of the most recent survey: - In the Healthy Kids Survey students in grades 7, 9, 11 over 80% of students agree with school connectedness, academic motivation, perceived school safety, promotion of parental involvement and other indicators. Over 90% of the students agree that there are high expectations, no fear of getting beaten up, no substance abuse at school, and facilities upkeep is good. - In the Healthy Kids Survey students in grade 5 over 80% of students agree with academic motivation, low violence and victimization, positive behavior, parent involvement in education, and other indicators. Over 90% of the students agree with school connectedness, high expectations, perceived school safety, fairness and facilities are well kept. The local Lifeline parent, student and teacher surveys is consistent with the Health Kids Survey with the results strongly indicating that Lifeline is providing a safe, academic educational environment. (95.8 Teachers Agree/Strongly agree, 95.8 Parents Agree/Strongly agree, 85.6% Students Agree/Strongly agree (3-5 = 90%, 6-8 = 86%, 9-12 = 81%). One of Lifeline's highest priorities as outlined in our Charter and annual LCAP is to provide students with a safe family environment. Students and parents have stated clearly through survey results the importance of a safe, academic environment. The results of Lifeline's climate surveys consistently document that parents and students feel strongly that Lifeline continues to prioritize provideing a safe family like environment with a high level of security staff at each school site and staff trained to provide students with an individualized academic experience. These priorities are outlined in both our Charter and annual LCAP. We adjust our LCAP regularly to ensure that the actions support the goal of a a safe, academic, family style environment. Met 26JUN2023 2023 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 2023 survey: - Supportive Relationships: 89% responded favorably (60th-79th percentile) - School Safety: 38% responded favorably (0-19th percentile) There is an overall stability and strength in the teacher-student relationships and other supportive relationships at the school site, and a continued focus on improving overall school safety. 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 safety. Already, more Tier 1 behavioral supports are in place, including school-wide expectations and classroom systems. Met 13JUN2023 2023 19734370132845 Today's Fresh Start-Compton 6 Not Met 2023 19734370134338 ISANA Achernar Academy 6 In Spring of 2023, 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. 82 students completed the survey-an increase in participants from the previous school year. An analysis is below. Students rated their school and teacher on a 1-5 scale (1 being strongly disagree, 5 being strongly agree). The questions asked were as follows: My School… • Creates a welcoming environment. • Creates a safe environment. • Cares about me My Teacher… • Creates a welcoming environment. • Shows respect towards me, • Creates an environment where I am comfortable asking and answering questions. Achernar “My School” School Climate Questions: 4.39 “My Teacher” School Climate Questions: 4.31 Average: 4.35 Overall, School Climate is an area of strength at ISANA Achernar. All questions were rated a 4.22 or higher, with 80% or more of participants agreeing or strongly agreeing with all school climate statements. We plan to continue spending time at the beginning of each school year and throughout the school year to support educators in creating learning spaces inside and outside of the classroom that help students feel welcome, safe and cared for. Met 13JUN2023 2023 19734370137240 Ingenium Clarion Charter Middle 6 The school has students in grades 3-5 take a twice annual survey from Panorama Education. The following reflects the data from the Spring 2023 survey: - Supportive Relationships: 78% responded favorably (20th-39th percentile) - School Safety: 42% responded favorably (0th-19th percentile) There is an overall need to continue the focus on improving overall school climate, safety, and supportive relationships for students. 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 13JUN2023 2023 19734370137893 KIPP Compton Community 6 Each fall and spring, KIPP SoCal administers a survey to students 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 and well-being of our school climate. Specific results from the Fall 2022-2023 survey on school safety and connectedness are included below: % of students reporting I am happy to be at this school: All students - 58% These survey results provided a general overview of student experiences at KIPP SoCal for the 2022-23 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. In addition, as part of our efforts to improve on family engagement and events, we will continue to provide more avenues for students to engage with their peers and team members outside of instructional class time. 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 (89%) and have at least one friend at school they can trust (98%). Our staff plans to leverage these relationships to improve students' overall experiences to increase their happiness at our school. KIPP SoCal will prioritize creating joyful learning and engaging experiences for students during the upcoming school year by providing more engagement events, celebrations, and opportunities for families to provide input. Met 15JUN2023 2023 19734370137984 Animo Compton Charter 6 Post Distance Learning, the school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. Data will be analyzed each month in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. In 2021-22, the school celebrated a low suspension rate of 163%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school continues to monitor suspension rates over time to ensure the school reaches a low suspension rate. The school also utilizes survey results from both parents and students as a measure of success for this priority. Met 30JUN2023 2023 19734450000000 Hacienda la Puente Unified 6 The results of the 2022-23 California Healthy Kids Survey indicate a slightly lower sense of safety and connectedness at school from the previous survey administered during remote learning in 2020-21. 55% of students report a general sense of safety at school from 57% in 2021. 60% of students have an overall connectedness to school from 61% in 2021. The perception of school safety is highest in grade 5 (75%), and lowest in grades 7 & 11(49%). For overall school connectedness, grade 5 is the most connected (69%) and grade 7 is the least connected (49%). The key data elements comprising school connectedness were also examined. 63% of students report feeling academically motivated. These numbers drop off from a high of 81% in grade 5, to a low of 58% in grade 11. 55% of students report having a working relationship with one or more caring adults. 68% of students report having high expectations placed on them, but when asked if they felt their participation in school was meaningful, only 25% agreed. 37% of students reported that their school facilities are well maintained. The percent of students reporting that parents are involved with schooling is 50%. Data suggests 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. Strengthen the clear articulation of existing comprehensive school safety plans to the student level to increase the perception of safety at school. Fill custodial vacancies to ensure clean, well-maintained facilities, districtwide. Continue Equity & Access department support staff, including 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. Increase Mental Health supports/services on school sites to increase access to counseling services for students and families. Continue K-12 Universal Screening in the Fall and Spring to assess social-emotional and behavioral concerns and utilize data to assess the needs of students. Develop a social emotional needs assessment via student surveys to help school staff develop an understanding of how students feel about themselves, their school, and learn when and where to get help. The data results from the survey will be used to inform our school's programs and share the information with educational partners to create a better school for all. Strengthen and enhance implementation of the Teen Workshops 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. Met 22JUN2023 2023 19734520000000 Rowland Unified 6 The RUSD Student Voice survey is administered annually to students in grades 5-12 at all 20 schools. This year, 2,265 students participated. The demographics of the survey respondents reflect the diversity of students in the total population, and included students from across all schools. “I feel safe at school.” Percentage of students who agree/strongly agree: Item Overall (n=2265) 79.5% English learner (n=370) 79.2 Students with disabilities (n=189) 79.9% Foster youth (n=14) 71.4% Hispanic/Latinx(n=1380) 77.8% Asian (n=480) 84% Filipino (n=156) 81.8% White (n=52) 78.9% Black/African American (n=42) 71.4% “I have a good relationship with at least one teacher.” Percentage of students who agree/strongly agree: Item Overall (n=2265) 91.6% English learner (n=370) 90.2% Students with disabilities (n=189) 87.8% Foster youth (n=14) 100% Hispanic/Latinx(n=1380) 91.4% Asian (n=480) 92.5% Filipino (n=156) 89.7% White (n=52) 86.2% Black/African American (n=42) 90.3% “I can see a counselor when I need help.” Percentage of students who agree/strongly agree: Item Overall (n=2265) 87.8% English learner (n=370) 86.7% Students with disabilities (n=189) 79.5% Foster youth (n=14) 81.3% Hispanic/Latinx(n=1380) 86.1% Asian (n=480) 90.8% Filipino (n=156) 93% White (n=52) 93% Black/African American (n=42) 93% “Students are accepting of students from different backgrounds and cultures.” Percentage of students who agree/strongly agree: Item Overall (n=2265) 80.4% English learner (n=370) 84.3% Students with disabilities (n=189) 82.3% Foster youth (n=14) 82.9% Hispanic/Latinx(n=1380) 82% Asian (n=480) 81% Filipino (n=156) 72.0% White (n=52) 80.4% Black/African American (n=42) 54.7% This data was provided to all site leadership teams, which was analyzed together and used to inform the ongoing support provided to students. The analysis reinforces the importance of the district’s current action around addressing diversity, equity and inclusion, with particular attention to the gaps between student groups in their experiences at school. RUSD LCAP Goal 6 describes the actions we are taking to train staff and examine our current systems through the lens of equity and inclusion. Met 15JUN2023 2023 19734520120600 iQ Academy California-Los Angeles 6 "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. • 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 06JUN2023 2023 19734600000000 Walnut Valley Unified 6 WVUSD administered a local LCAP survey to 5th-grade through 12th-grade students. The survey indicates that a significant majority of students feel connected to their peers, with 78.4% reporting high levels of peer connection. This suggests that schools are generally successful in fostering a sense of community among students. While the majority of students (67%) feel connected to adults at school, there is room for improvement in this area. Strengthening adult-student relationships could contribute to a more supportive and nurturing learning environment. The high percentages of students feeling safe (93.3%) and believing that schools promote safety, respect, equity, and inclusivity (93.1%) are positive school climate indicators. The survey indicates that schools are making efforts to support the social and emotional well-being of students, with 77.1% of students agreeing. However, there may be opportunities to further enhance these support systems. A majority of students (82.7%) feel that they receive support from counselors, reflecting the importance of these professionals in addressing students' needs. The survey reveals that 87.6% of students feel they can go to an adult at their school if they need help, indicating that students perceive a support network. While most students (69.6%) report finding a balance between academics and social-emotional wellness, there is room for improvement in helping students manage these aspects of their lives. A significant percentage of students (84.3%) feel like they belong at their school, a positive sign for the overall school climate. Since 67% of students report high connections with adults, WVUSD may consider implementing programs or strategies to enhance these relationships. This could involve mentoring initiatives, more personalized attention, or creating opportunities for students to interact with adults outside the classroom. While most students feel supported, WVUSD can focus on improving social and emotional support systems. This may include expanding counseling services, offering more mental health resources, and providing training for staff in recognizing and addressing students' emotional needs. To help the 30.4% of students who do not report finding a balance between academics and social-emotional wellness, WVUSD can implement programs or interventions that teach time management, stress reduction, and coping skills. Although the survey results are positive in terms of safety and inclusivity, it's essential to assess and address any disparities among student groups continuously. WVUSD will continue to use survey data and other sources to inform decision-making processes. By identifying areas of strength and growth, WVUSD can allocate resources and develop targeted interventions for improvement. Regularly monitoring the impact of implemented actions and collecting ongoing feedback from students will be crucial to assessing whether the desired results are achieved and making necessary adjustments. Met 21JUN2023 2023 19752910000000 San Gabriel Unified 6 San Gabriel Unified School District administered California Healthy Kids Survey (CHKS) at the high school, middle school, and elementary levels. Results measure progress in State Priority #6: School Climate. At the high school level 203 ninth grade students took the survey. Some key findings were: 61% of respondents reporting 'Yes, all of the time' or 'Yes, most of the time' on CHKS questions in the Academic Motivation category of the School Engagement and Supports domain. 49% 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. 56% 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. At the middle school level 427 seventh grade students responded to the survey. Some key findings were: 64% of respondents reported 'Yes, all of the time' or 'Yes, most of the time' on CHKS questions in the Academic Motivation category of the School Engagement and Supports domain. 53% of respondents reported '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. 68% percent of respondents reported 'Very Much True' or 'Pretty Much True'' to questions in the High Expectations Scale of the School Engagement and Supports domain. According to the School Climate Report Card for the middle school, 38% of respondents reported that they were “Harassed or bullied at school.” This was an increase from the previous year. At the elementary school level 279 students in fifth grade responded to the survey. Some key findings were: 81% of respondents reporting 'Yes, all of the time' or 'Yes, most of the time' on CHKS questions in the Academic Motivation category of the School Engagement and Supports domain. 71% 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. 70% of student respondents reporting “Yes, most of the time,” or “Yes, all of the time” to “Are you happy to be at/with this school?” on the CHKS questions in the School Connectedness section. 71% of respondents indicated that there is an “Anti-Bullying Climate” on their school campus. The CHKS School Climate Report Card Survey and the Mental Health additional reports this year that address many post-pandemic and school climate needs. Reports show that teachers have high academic expectations for students, there is a need to focus on developing adult caring relationships. The results of the CHKS inform each school’s Comprehensive School Safety Plan as well as the development of the District’s Local Control and Accountability Plans and schools’ Single Plans for Student Achievement. The results are presented to the Governing Board annually. Met 27JUN2023 2023 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. Through the administration of survey in the Fall 2023 the following categories fell into the positive range across all educational partners median scores (highest score of 5): School Connectedness/Engagement :4 (Student) Social Support/Adults: 4.14 (Parents) Support for Learning: 4 (student) Respect for Diversity: 4 (Parent) 4 (Student) 4.42 (Staff) Sense of Physical Safety: 4 (Student) 4 (Parent) Areas our school scored low to note: Social Media: 3.67 (Student) 3.67 (Parent) Social Support/Students 3.46 (Parent) Sense of Social-Emotional Security: 3.83(Student/Staff/Parent) Social Inclusion: 3.7 (Parent) 3.92 (Student) Social Support/Students: 3.8 (Student) 3.4 (Parent) We continued to provide our educational partners with an internal LCAP survey and based on feedback from surveys, committees, and educational partner meetings, our school 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: 92% of parents responded favorably in regards to our school safety measures 80% of students responded favorably in regards to teacher-student relationship 80% of students favorably in regards to our school safety measures 93% of Parents responded favorably in regards to school-parent engagement Areas of Growth: Challenges include ensuring safe social media experiences, Social Support for Students, a Sense of Social-Emotional Security social and civic learning, and providing social support for students. OFY San Gabriel is committed to creating a safe and positive learning environment for all students. We have established a strong diverse Associated Student Body that has provided connection and inclusion for our students. This school year has shown a record of increased enrollment in this student group. We have brought back our sports program this year and plan to increase enrollment in this programming through intentional outreach to our students and families via electronic communication, social media and teacher announcements. Sports can help to increase students' sense of social-emotional support and social inclusion. OFY-San Gabriel plans to continue building our wellness program for our school community. This will include workshops for parents/students in areas of mental health, social media awareness and connection between physical and mental health. This initiative will involve our Post-Secondary Counselor support in running groups to address anxiety, depression and school connectedness. We plan to expand our community service trips for students to engage with their local agencies and work with other students within our school that they may not usually engage with increasing diverse experiences. The metrics and actions listed within LCAP Goal 4 are highly focused on School Safety & sense of connectedness Met 22JUN2023 2023 19753090000000 Acton-Agua Dulce Unified 6 "Based on Local Surveys that were sent out to students, the feedback indicated that in Kindergarten and first grade, 74.5% strongly agreed that they felt safe, 19.8% agreed that they felt safe, and 5.7% disagreed. That shows that 94.3% of students felt safe in Kindergarten and First grade at school. Students in 2nd through 12th grade showed the following results: 20.5% strongly agreed that they felt safe, 49.5% of students agreed, 10.5% disagreed, 5.5% strongly disagreed, and 14% said ""I don't know."" This shows that 70% of students in grades 2-12th grade felt safe at school. We aim to increase our student population who feel safe at school in 2nd-12th to 90%. Data also shows that areas of strength include caring staff, well-supplied textbooks, and curriculum. Students reported that the high school was clean, but the results were mixed in the elementary and middle school. Another area for improvement would be to include the community in important decisions. High School students also reported they felt cared for by staff but that they didn't respond to questions/ concerns in a quick enough manner. We need to improve our communication with educational partners so that they remain involved with educational decisions happening within our district. We will be utilizing social media, websites, weekly newsletters (in multiple languages), blackboard messaging, and board meetings to advise of upcoming projects." Met 22JUN2023 2023 19753090127100 Assurance Learning Academy 6 In the spring of 2023, 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% students 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. During the school year, 100% staff reported that they felt safe, and 100% staff reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. Met 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. 09JUN2023 2023 19753090131383 SIATech Academy South 6 Based on student data from the Panorama Survey focusing on School Safety, 78% of students reported “almost always” feeling physically and psychologically safe at school. Compared to all schools in the Panorama national dataset, SIATech scored at or near the 99th percentile for School Safety. This is an area of strength for SIATech schools. When asked if people are often disrespectful at school, 63% responded “almost never”. When asked if there are physical fights at school, 88% reported “almost never.” When asked how likely it is that someone from school would bully them online, 87% reported “not likely at all.” When asked how often students worry about violence at school, 72% reported, “almost never.” When asked if students were being bullied in school, how hard would it be for them to get help from an adult, 59% said “not difficult at all,” while 18% said “somewhat difficult” and 3% said “very difficult.” This area does require follow up. Action items moving forward will include training teachers/staff to share with students ways to encourage students to reach out to them if they are getting bullied. This may include postings, posters, in-class lessons, and other ways to ensure students know who and how to reach out to an adult for help in cases of bullying. Based on student data from the Panorama Survey focused on Sense of Belonging, 41% of students reported “almost always” feeling a sense of belonging in their school community. Compared to urban high schools with a high Free and Reduced Lunch (70% or higher); SIATech falls around the 50th percentile on this topic. This is an area of growth for SIATech. When asked if people at their school understand them as a person, 31% of students responded favorably. When asked how connected they feel to adults at their school, 31% of students responded favorably. Among this question, rates were lower for Black and Hispanic youth (20% favorable response). When asked how much respect do students in your school show, 60% of students responded favorably. Among this question, rates were lower for Black and Hispanic youth (47% favorable response). When asked how much they matter to others at school, 31% of students responded favorably . There was no difference in race, grade, or gender on this question. When asked how much they feel like they belong at school, 52% of students responded favorably. This percentage was slightly lower for Black and Hispanic youth (41%). Action items that have occurred during the 2022-2023 school year to address this area of growth include training on Diversity, Equity, Inclusion (DEI) and Trauma-Sensitive Practices. Moving forward, a new advisory system will be implemented in 2023/2024 that focuses heavily on building connections and understanding the whole student through a MTSS approach using tools such as empathy interviewing. Additionally, an urban-youth mentoring program will be implemented in 2023-2024 to help address the difference in our black and hispanic students. Met 01MAY2023 2023 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 Panorama Education 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 Spring 2023, learners at iLEAD Hybrid took the iLEAD Learner Survey. An analysis of the survey data reveals that it is evident that our learners have strong relationships with their Educational Facilitators, feel welcome within our unique school community, and that our school is providing safe and healthy spaces and opportunities for students to grow in academics and social-emotional learning. In areas that saw room for growth, continued and added actions will be developed within our Local Control Accountability Plan (LCAP) to ensure our school is placing an emphasis to improve services for our learners. 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: 85% Favorable Responses Overall Exploration learners feel very strongly (96%) that there are many opportunities to share their ideas and help to make decisions about their learning experiences. 98% of the learners feel strongly that their school helps them grow as self-directed learners. AV: 70% Favorable Responses Overall AV learners feel strongly (84%) that there are many opportunities to share their ideas and help to make decisions about their learning experiences. 71% feel that their school helps create friendly and welcoming learning opportunities. 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: 97% Favorable Responses Overall 97% of learners feel that their Educational Facilitator (EF) is excited to help them meet their learning goals, and 96% feel connected to at least one adult (Educational Facilitator or other staff member) at their school. AV 85% Favorable Responses Overall 83% of learners feel that their Educational Facilitator (EF) is excited to help them meet their learning goals, and 86% feel connected to their EF, an increase of 5 points from the last survey. Self-Management: How well learners manage their emotions, thoughts, and behaviors in different situations. Exploration: 96% Favorable Responses Overall 96% of the learners feel that they are developing skills through our social-emotional program that will help them become effective leaders. AV: 82% Favorable Responses Overall 82% of the learners feel that they are developing skills through our social-emotional program that will help them become effective leaders, which is a 3 point increase from last year. Met 28JUN2023 2023 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. 182 students in CPC-LA participated in the school climate survey that was available to all grade levels K-12. Participation rates were as follows: 6 students in grades K-5, 38 students in grades 6-8, and 138 students in grades 9-12. 99.5% of students agreed that their teacher cares about their education and helps them to succeed. 98.4% of students indicated that they feel safe and welcome to meet with their teacher to discuss their school work. 95.1% of students indicated that if they have a problem, they know someone at school they can talk to for support. 96.2% of students stated that overall, they feel satisfied with their school. MEANING Areas of strenght are that the survey results indicate that, CPC-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 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. CPCS will continue to focus on 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. Met 20JUN2023 2023 19753090134619 Empower Generations 6 An analysis of the survey data reveals that it is evident that our learners have strong relationships with their teachers, feel welcome within our school community, and that our school is providing safe and healthy spaces for students to grow in academics and social-emotional learning. In areas that saw room for growth, continued and added actions will be developed within our Local Control Accountability Plan (LCAP) to ensure our school is placing an emphasis to improve in the following areas: School Climate, School Safety, and School Engagement. 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? 78% Favorable Responses Overall This category showed strong improvement from the last survey with an 11 point increase overall. 55% of Empower Generation learners felt strongly that they are excited to participate in school each day. In addition, 57% of the learners felt their lessons, assignments, and projects were interesting to them. 82% of the learners felt that the school creates a friendly and welcoming learning environment and provides engaging activities. 94% 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. 100% of Empower Generations's learners felt that their school helps them grow as self-directed learners. They identified communication, counselors, field studies, and Restorative Circles as the most important things the school does to create a positive school community. School Facilitator-Learner Relationships: Student perceptions of how strong the social connection is between iLEAD educators and learners within and beyond the school. 91% Favorable Responses Overall 92% of learners feel that their Guide is excited to help them meet their learning goals, and 89% feel connected to at least one adult (academic coach, facilitator, counselor, tutor, etc.) at Empower Generations. Self-Management How well learners manage their emotions, thoughts, and behaviors in different situations. 89% Favorable Responses Overall This category also showed strong improvement since the last survey in 2022 with an increase of 10 points. 89% 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. Met 29JUN2023 2023 19753090135145 Compass Charter Schools of Los Angeles 6 This year, the school administered the California Healthy Kids Survey through the Panorama platform. Although staff worked diligently to encourage participation, the participation rate was low at 10%. For the next school year, the school plans to adopt Abre as its data analysis application. Abre offers a school climate survey that will be more accessible to scholars and the goal is to increase participation. Results of the Social-Emotional Learning: Student competency and Well Being Measures, Grades 6-12 showed that Compass Scholars scored the highest in the areas of Self-management at 71% and positive feelings at 62%. This shows that our scholars are thriving as independent learners in a safe and nurturing environment at home. The areas of opportunity identified were growth mindset at 47% and self-efficacy at 48%. At Compass, we promote a growth mindset and focus on recognizing scholar achievement, and we recognize that this needs to continue to be a focus area. This year, staff developed a comprehensive rubric to measure scholar achievement and to communicate with scholars and families about their progress on a weekly basis. The school's MTSS process identifies scholars who need support, but attendance at support sessions is low in some areas. For the next school year, the master agreement was updated to set the expectation that scholars identified for support will attend their sessions. Scholars who attended support sessions showed greater academic achievement, so the theory is that our growth mindset and self-efficacy measures will increase as scholars who need support regularly access the provided resources and see their achievement levels increase. The Social-Emotional Learning: Student competency and Well Being Measures, Grades 3-5 showed that Compass Scholars scored the highest in the areas of Positive feelings at 83%, Supportive Relationships at 76%, and Social Awareness at 70%. This shows that our scholars are thriving in their home environment and they feel safe and supported by the adults at the school. The lower scores were in the area of Challenging feelings at 57% and Emotion regulation at 52%. The school's counseling department offers workshops for scholars that focus on SEL content including topics around emotions. We have seen more incidents of scholars in the elementary grades seeking mental heath supports. The counseling department has added supports for younger scholars and we hope to add a counselor at this grade level to specifically support scholars in this area. Not Met 07JUL2023 2023 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 a custom 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 Spring of 2023, 139 learners took the iLEAD Online Independent/Home Study Learner Survey, which consists of multiple choice questions, as well as opportunities to share feedback via free response questions. An analysis of the survey data reveals that it is evident that our learners have strong relationships with their academic coaches and facilitators, feel engaged and connected within our school community, and that our school is creating opportunities for students to grow in academics and social-emotional learning. 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 (89%) that their course facilitators help them meet their learning goals, while 64% of the learners reported that they felt their lessons, assignments, and projects were interesting to them. Learners identified live instruction, curriculum options, school communication, as well as facilitator and academic coach support as the most important things the school does to create a positive school community. School Engagement: How attentive and invested learners are in school. 87% Favorable Responses Overall 76% of learners report that their school helps create learning opportunities that speak to their interests, while 89% 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. 96% feel strongly that the school helps them grow as self-directed learners. School Educational Facilitator-Learner Relationships: Student perceptions of how strong the social connection is between iLEAD educators and learners within and beyond the school. 89% Favorable Responses Overall 92% of learners feel that their academic coach is excited to help them meet their learning goals, and 85% feel connected to at least one adult (academic coach, facilitator, counselor, tutor) at iLEAD Online. Self-Management How well learners manage their emotions, thoughts, and behaviors in different situations. 91% Favorable Responses Overall 91% 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. Met 29JUN2023 2023 19753090136648 Options for Youth-Acton 6 The Comprehensive School Climate Inventory (CSCI) is administered by the National School Climate Center every other year. The last administration was in Spring of 2023, taking place in January to February. Our next CSCI survey will be administered in Spring of 2025. The data provided below reflects the findings from the Spring of 2023 administration. The results state that 55.63% of students from the targeted grade levels (8th and 10th) participated in the survey. 77.72% of school personnel participated in the survey and 9.87% of parents participated in the survey. The median score for students for Sense of Physical Security was 4.25. For parents, the median score was 4. Students and parents' median scores for School Connectedness/ Engagement were 4 and 4.14, and for Safety Rules and Norms were 4.2. School personnel had median scores of 4.75 for Safety Rules and Norms, 4 for Sense of Physical Security, and 4.57 for School Connectedness/ Engagement. Feedback gathered from the CSCI survey shows consistent positive perceptions across stakeholders and subgroups. Students, parents, and personnel had overall median scores of 3.98,3.93, and 4.26. According to survey responses, school safety rules and norms are a strength of OFY-Acton. Both parents and students' perceptions of School Safety Rules and Norms increased from the last survey with a median score increasing from 4 to 4.2. Staff perceptions remained unchanged with a median score of 4.75. Another area median scores improved from the previous CSCI in Spring of 2021 was in the Respect and Diversity category. Students increased from a median score of 4 to 4.17. This is indicative of the quality of social relationships among adults, students, and school leaders communicating a clear vision, being readily available, and involving stakeholders in key decision-making. Stakeholders have opportunities to provide feedback at events throughout the school year. These events include parent teacher conferences, held each semester, family fun night, held each fall, and charter wide events like Parent University, which are held throughout the year. 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. Personnel also have positive perceptions. For Respect and Diversity personnel have a median score of 4.5, for Leadership and Professional Relationship categories personnel had median scores of 4.3 and 4.43. OFY-Acton 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. Met 28JUN2023 2023 19753090137703 Method Schools, LA 6 Method Schools cultivates a supportive environment for its staff. 97% of staff feel extremely satisfied (93%) or somewhat satisfied (4%) with Method Schools as a place to work. Based o nparent satisfaction survey, 94% of parents are extemely satisfied (68%) or moderately satisfied (26%) with Method Schools. Further, 90% of students expressed Method teachers teach extremely well (36%), very well (35%) or moderately well (20%). 88% of stsudents and families felt instructors in live instruciton and meetings are engaging, and 92% of students and families felt instructors were motivating and supporting. As an area of focus, Method Schools plans to bring more opportuities for live instruciton, meetings, extracurricular opporutnities like expanding competitive sports, learning tiles, and in-person opportunities Met 15JUN2023 2023 19753090137786 Mission Academy 6 In the spring of 2023, 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: * 99% of the students reported that they felt safe * 98% students 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. During the school year, 100% staff reported that they felt safe, and 98% staff 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 07JUN2023 2023 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 Panorama Student Survey to help measure and support our learners' perceptions of school climate, school safety, engagement, belonging, and facilitator-learner relationships. In Spring 2023, learners in grades 3-10 took the nationally-normed survey and met or exceeded the norm in four out of five categories in grades 3-5 and one out of five categories in grades 6-10. An analysis of the survey data reveals that it is evident that our learners have strong relationships with their facilitators, feel welcome within our school community, and that our school is providing safe and healthy spaces for students to grow in academics and social-emotional learning. In areas that saw room for growth, continued and added actions will be developed within our Local Control Accountability Plan (LCAP) to ensure our school is placing an emphasis to improve in the following areas: School Belonging and School Engagement. Perceptions of learner physical and psychological safety at school: 64% Favorable Responses Overall in 3-5 78% report that it is unlikely that they would be bullied online. 83% said it is unlikely for learners to get into physical fights. 61% Favorable Responses Overall in 6-10 62% report that it would be easy to get help from an adult if they were bullied, and 86% report that there are little to no physical fights. How strong the social connection is between facilitators and learners within and beyond the school: 72% Favorable Responses Overall in 3-5 86% believe that their facilitators are highly respectful towards the learners. 77% of the learners would be excited to have their same teachers again. 52% Favorable Responses Overall in Grades 6-10 85% believe that their facilitators are respectful toward learners at school. Half reported that facilitators are caring and concerned when they come to school or class upset. How much learners feel that they are valued members of the school community. 58% Favorable Responses in 3-5 72% felt that they receive a great deal of support from the adults at their school. 58% felt a sense of belonging. 30% Favorable Responses in 6-10 38% felt connected to the adults at their school. Student perceptions of the overall social and learning climate of the school: 59% Favorable Responses in 3-5 65% felt that the rules at the school are fair, and 69% report that their facilitators are excited to be teaching their class. 50% Favorable Responses in 6-10 61% felt the facilitators were excited to be teaching their classes. 59% report that the physical space of the school is quite pleasant. How attentive and invested learners are in school: 49% Favorable Responses Overall in 3-5 69% were very focused on the activities in their classrooms. 54% expressed a high level of interest in their classes. 32% Favorable Responses Overall in 6-10 53% felt quite interested in their classes Met 28JUN2023 2023 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. In recent years, programs and practices that address school safety and social-emotional wellness have become an integral part of our educational community. We have a Social-Emotional Learning Framework to guide our efforts. The framework incorporates skills and competencies as identified by CASEL and the California Department of Education (CDE). All schools are in various stages of Positive Behavioral Interventions and Supports (PBIS) implementation. Measures help inform us of the effectiveness of our efforts including the California Healthy Kids Survey (CHKS) and Panorama Ed Survey. California Health Kids Survey- Grades 5,7,9, and 11 (2022-23) Average or above average: School Connectedness = 83% Elementary and 71% Average Secondary (Grades 7, 9, 11) Caring Adults = 79% Elementary and 66.7% Average Secondary (Grades 7, 9, 11) School is perceived as safe or very safe = 91% Elementary and 77.7% Average Secondary (Grades 7, 9, 11) SEL Module (includes belief in self, belief in others, emotional competence and engaged living) = 81% Elementary and 73.7% Average Secondary (Grades 7, 9, 11) Panorama Ed Survey- Grades 6-12 (Spring 2023): Percent favorable: Self Management = 83% Diversity and Inclusion=77% Positive Feelings = 69% Emotional Regulation = 64% Challenging Feelings = 56% Sense of Belonging- 51% In 2022-23, MBUSD increased school-based therapist hours at all sites in order to provide students with Tier 2 and 3 mental health services. 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. We are also increased counseling support at all secondary sites and hired a Student Success TOSA at the middle school to support SEL, wellness, and other initiatives to increase students' sense of belonging. The high school recently revised its bell schedule to allow for additional time for SEL lessons and student-led assemblies. In 2023-24, MBUSD plans to collaborate with site administrators as they utilize the CHKS and Panorama Ed data to develop school site plan goals and actions with a focus on strengthening our students' sense of belonging and lessons to support strategies for coping with challenging feelings. The middle school has revised its bell schedule to allow for additional time for student intervention and supports which will impact SEL and school culture. Met 22JUN2023 2023 19753410000000 Redondo Beach Unified 6 A priority for RBUSD is ensuring positive school climates at its schools, as a positive school climate impacts students’ social and emotional well-being as well as academics. Annually, RBUSD administers the California Healthy Kids Survey (CHKS) to all students in grades 5-7, 9, and 11 and Panorama Education surveys to students in grades 3-12 to gauge safety/connectedness, social emotional health, student engagement, and caring relationships. The CHKS was administered in February, 2023. This survey is a norm-referenced survey administered to students across the state that offers information about key indicators related to school climate and student well-being, and which provides a valid measure of students' perceptions of school safety and connectedness. In the 22-23 school year, RBUSD continued to utilize Panorama Education survey for students in grades 3-8. The survey was administered 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 fall and again in the spring. Its systems of support for school connectedness and school safety continues to be an area of growth for RBUSD. From survey responses, we can conclude the majority of students feel safe and connected to school. In post-pandemic years, RBUSD recognizes an area of growth is increasing student connectedness at the secondary level, and this will continue to be an area of focus for school teams. Educational partner feedback has resulted in increased counseling services at all levels, and the development of a comprehensive counseling plan in the upcoming school year will assist with prioritizing of needs. Further, RBUSD will utilize community resources to support efforts. In partnership with Beach Cities Health District, South Bay Families Connected, and South Bay Children’s Health Center, RBUSD has a wealth of services and resources available to support the social-emotional needs of its students, and a coordination of efforts will allow for a more comprehensive system of support. Lastly, student-led groups such as ASB, RBUSD Young Leaders, Where Everybody Belongs (WEB) and Link Crew will provide opportunities for students to connect with peers and engage in school-based activities in an effort to increase a sense of belonging and connectedness to school. RBUSD continues to find the following successes further defining its school climate: an increase in the graduation rate as seen in the CA School Dashboard; a lowering of suspensions and expulsions; improved attendance tracking protocols; increased ADA; the formation of a Social Emotional Learning Committee resulting in K-5 SEL curriculum; Wellness Centers at several schools; and continued administration of the Cal-SCHLS surveys to receive actionable data to support student, parent, and staff services. Met 27JUN2023 2023 19756630000000 SBE - New West Charter 6 Our New West student survey results indicate that 77% of students feel safe at school and 86% of students feel included. To address our students’ social emotional learning needs, we continue to refine 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 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 new counselors to provide mental health support for students with a mental health referral form system to coordinate referrals. We also have a 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 and 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 and ideas on race in other controversial topics in a safe environment. Met 15JUN2023 2023 19756636120158 New West Charter 6 Our New West student survey results indicate that 77% of students feel safe at school and 86% of students feel included. To address our students’ social emotional learning needs, we continue to refine 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 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 new counselors to provide mental health support for students with a mental health referral form system to coordinate referrals. We also have a 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 and 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 and ideas on race in other controversial topics in a safe environment. Met 15JUN2023 2023 19757130000000 Alhambra Unified 6 California School Climate, Health and Learning Surveys (CalSCHLS) survey administration closed on March 8, 2023 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. The 2022-23 California Healthy Kids Survey (CHKS) was completed by approximately 4,406 students, grades 5, 6, 7, 9 and 11, at a 74% participation rate.  Approximately 15% of parents (2,287) completed the California School Parent Survey (CSPS) and 68% of staff (1,018) completed the California School Staff Survey (CSSS).  Student participation increased by 9% from the previous year (2021-2022) and provides the district a more accurate representation of the student’s perception of school climate.  Both staff and parent participation decreased despite updated efforts including increased communication of new dates and times, participation incentives, and new informative videos reviewing the importance of their participation in this survey. Students surveyed reported: strong academic motivation (61% - 78%); strong school connectedness (52% - 66%); and, reports of cyberbullying at approximately 22%. Students who considered having suicidal thoughts in the past 12 months ranged from 13% - 18%. Students reporting electronic cigarette/vaping usage 1 or more days in the last month, ranged from 1% - 3%. Students reporting alcohol or drug use in the past month: ranged from 2% - 6%. The percentage of students who reported “very much true” in regards to experiencing social emotional distress ranged from 23% to 29%, a significant increase from 6th to 11th grade students. An average of 51% 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 development and implementation of new procedures to support students at school sites. Staff survey findings indicate concerns regarding 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, collegiality, and caring relationships at the work site.  36% 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, school site safety for students, and schools treating their children with respect. These categories averaged an 85% rate. Met N/A 20JUN2023 2023 19768690000000 Wiseburn Unified 6 Annual student survey indicators provide data related to school climate. In 2022-23 the CHKS results indicate 8% of 5th-grade students marked feeling safe at school all or most of the time (a 5% decrease from 21-22). In addition, 2022-23 CHKS results indicate that 87% of 5th graders (1% decrease from 21-22) and 74% of 7th graders (3% decrease from 21-22) reported that adults on campus had high expectations for them. Finally, 2022-23 CHKS results indicate 62% of 7th-grade students marked high or moderate in the area of school connectedness (7% decrease from 2021-22). Both indicators reflect students' sense of belonging at their schools with some work to be done in these areas. 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, and a suspension rate of 1.6% for 2021-22. 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 22JUN2023 2023 19768690119016 Da Vinci Science 6 The number of students reporting that they feel safe at school on the Spring 2023 student survey of all grade levels remains high at 99%. 90% 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, 93% 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 2022 student survey, DV Science students responded with a weighted average above 4.25 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 20JUN2023 2023 19768690119636 Da Vinci Design 6 School culture survey indicators at Da Vinci Design continue to reveal some challenges post-pandemic. Our Spring 2023 student survey revealed that 67% 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 3% from the previous year, and down 20% from pre-pandemic ratings. 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 56% in Spring 2023, down 4% from 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 2022 student survey asked a series of questions on diversity & inclusion where a rating of 3 represents Sometimes, 4 represents Frequently, and 5 represents Almost Always. DV Design students responded to these questions with a weighted average above 3.95 for all questions but one (that was a 3.7). 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 95% of students reporting feeling safe at school in Spring 2023, a rate 2% higher than the previous year. Met 20JUN2023 2023 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 96% rating in Spring 2023. 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 91% rating in Spring 2023. The Fall 2022 student survey asked a series of questions on diversity & inclusion. DV Connect 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 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 94% of students reporting feeling safe at school in Spring 2023. Met 20JUN2023 2023 19768690131128 Da Vinci Communications 6 School culture survey indicators at Da Vinci Communications remain strong with positive survey responses in all areas in Spring 2023. 95% of Da Vinci Communications students 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 92%. The Fall 2022 student survey asked a new series of questions on diversity & inclusion. DV Communications students responded to these questions with a weighted average above 4.25 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 99% of students reporting feeling safe at school in Spring 2023. Met 20JUN2023 2023 19769680000000 SBE - Academia Avance Charter 6 DATA: Surveys were collected from our students and families during the months of October 2022 and March 2023 Conferences that allowed us to gather and reflect on the key learnings such as: over 98% of families/students understood their academic standing, grades and how to access supports over 86% of families/students understood their NWEA/MAP and SBAC testing scores over 90% of families/students understood the A-G readiness progress over 70% of families/students identified additional needs for academic and social emotional supports MEANING: Academia Avance is to continue to strengthen is approach to support the whole child, eliminate barriers to success and find solutions to address challenges students are facing. USE: Academia Avance has reviewed and revised our 23/24 LCAP to ensure measurable outcomes and actions will address the challenges and barriers from our survey results. We have seen tangible results in learning loss and addressing social emotional needs with supports from Educational Partnerships. Met 30JUN2023 2023 19769680109926 Academia Avance Charter 6 DATA: Surveys were collected from our students and families during the months of October 2022 and March 2023 Conferences that allowed us to gather and reflect on the key learnings such as: over 98% of families/students understood their academic standing, grades and how to access supports over 86% of families/students understood their NWEA/MAP and SBAC testing scores over 90% of families/students understood the A-G readiness progress over 70% of families/students identified additional needs for academic and social emotional supports MEANING: Academia Avance is to continue to strengthen is approach to support the whole child, eliminate barriers to success and find solutions to address challenges students are facing. USE: Academia Avance has reviewed and revised our 23/24 LCAP to ensure measurable outcomes and actions will address the challenges and barriers from our survey results. We have seen tangible results in learning loss and addressing social emotional needs with supports from Educational Partnerships. Met 30JUN2023 2023 19772890000000 SBE - Los Angeles College Prep Academy 6 Survey data indicated that a majority of our students on campus feel safe and cared for, something we have worked hard to established through relationships, clear expectations and effective systems. The data also indicated an area of concern to be students physical and emotional wellbeing, with many indicating that they do not feel rested after sleep or physically active. This led us to expand our wellness initiatives to include physical educations classes through dual enrollment and the launching of a wellness committee that focuses on nutrition. Los Angeles College Prep Academy administers a survey to gather data regarding school climate. Based on the data collected LACPA has prioritized creating different avenues to support mental health and wellness overall. Activities that we incorporate as routine practices hosted throughout the school week consist of but are not limited to: journaling, meditation, participating in circles, support groups, mentor check ins, music, and counseling. Met 13JUN2023 2023 19772890109942 Los Angeles College Prep Academy 6 Survey data indicated that a majority of our students on campus feel safe and cared for, something we have worked hard to established through relationships, clear expectations and effective systems. The data also indicated an area of concern to be students physical and emotional wellbeing, with many indicating that they do not feel rested after sleep or physically active. This led us to expand our wellness initiatives to include physical educations classes through dual enrollment and the launching of a wellness committee that focuses on nutrition. Los Angeles College Prep Academy administers a survey to gather data regarding school climate. Based on the data collected LACPA has prioritized creating different avenues to support mental health and wellness overall. Activities that we incorporate as routine practices hosted throughout the school week consist of but are not limited to: journaling, meditation, participating in circles, support groups, mentor check ins, music, and counseling. Met 13JUN2023 2023 20102070000000 Madera County Superintendent of Schools 6 The LEA administered LCAP Survey in February 2023, and this local climate survey measured student perception of school safety and connectedness. Of the students surveyed, 89.7% reported feeling safe at school, while 88.8% of students stated being treated fairly by staff. Survey results also yielded that 88% felt they had clear behavioral expectations. Overall, 93.6% of students surveyed reported they were encouraged by their teachers to be successful, which is a slight increase from the previous year. 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 62.3% of students (46.1% for EL 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 95% of parents felt welcomed to participate in school events, yet only 29.4% of students felt their parents participated in school events. 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 20JUN2023 2023 20102070117184 Madera County Independent Academy 6 The LEA administered LCAP Survey in February 2023, and this local climate survey measured student perception of school safety and connectedness. Of the students surveyed, 89.7% reported feeling safe at school, while 88.8% of students stated being treated fairly by staff. Survey results also yielded that 92.6% felt they had clear behavioral expectations. Overall, 93.6% of students surveyed reported they were encouraged by their teachers to be successful, which is a slight increase from the previous year. Analysis of the data demonstrates that students will continue to benefit from academic and career counseling services and career exploration from LEA staff and collaborative agencies, since only 62.3% of students (46.1% for EL 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. 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 2023 Local Performance Indicator Self-Reflection for Madera County Independent Academy - MCIA Page 12 of 15 data yielded that 95% of parents felt welcomed to participate in school events, yet only 29.4% of students felt their parents participated in school events. 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 20JUN2023 2023 20102072030229 Pioneer Technical Center 6 The LEA administered LCAP Survey in February 2023, and this local climate survey measured student perception of school safety and connectedness. Of the students surveyed, 89.7% reported feeling safe at school, while 88.8% of students stated being treated fairly by staff. Survey results also yielded that 92.6% felt they had clear behavioral expectations. Overall, 93.6% of students surveyed reported they were encouraged by their teachers to be successful, which is a slight increase from the previous year. 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 62.3% of students (46.1% for EL 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 95% of parents felt welcomed to participate in school events, yet only 29.4% of students felt their parents participated in school events. 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 20JUN2023 2023 20651770000000 Alview-Dairyland Union Elementary 6 The district administered a school climate survey for students in May of 2023. 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 four 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 92% favorable rating. Math had an 88% favorable rating. Science, STEM, and Social Studies had an 87% favorable rating. 73% of students responded favorably to caring staff relationships and 78% indicated their teachers motivate them to learn. 87% of students indicated they are well-informed of academic progress, school rules and policies. 81% of students feel welcome and 80% feel safe at school. 67% of students provided a positive response to questions about school cleanliness and maintenance. Due to a decline (80% to 67%) in percentage of students who felt the school was clean and well-maintained, student input was gathered. It was determined a change was needed to the cleanliness of the restrooms. As a result, there will be changes to the cleaning schedule for restrooms and consideration of the installation of paper towel dispensers instead of hand dryers. Met 27JUN2023 2023 20651850000000 Bass Lake Joint Union Elementary 6 The Healthy Kids survey was given to fifth through eighth grade students districtwide. The participation rate for fifth grade students was 15 of the 91 fifth grade students participated in the survey. Due to the low percentage(16%. of respondents the District chose not to publish the results. The LEA will implement some different strategies next year to try to improve participation rates for this grade level. The participation rate for students in sixth through eighth grades was 41 of the 74 sixth graders participated this was a 55% participation rate. 95 of the 112 seventh graders participated with an 85% participation rate, and 70 of the 97 eighth graders participated with a 72% participation rate. From this years Healthy Kids Survey the District's Strengths: Clarity of Rules - The percentage of students answering strongly agree or agree for the following questions were higher than other areas of the survey. The questions asked in this area were 1. This school clearly informs students what would happen if they break school rules. 2. Rules in this school are made clear to students. 3. This school makes it clear how students are expected to act. School Physical Environment - The percentage of students answering strongly agree or agree for the following questions were higher than other areas of the survey. The questions asked in this area were 1. My school is usually clean and tidy. 2. The schoolyard and buildings are clean and in good condition. 3. The school grounds are kept clean. Belief in Self - The percentage of students answering strongly agree or agree for the following questions were higher than other areas of the survey. The questions asked in this area were 1. I can work out my problems. 2. I can do most things if I try. 3. There are many things that I do well. Empathy - The percentage of students answering strongly agree or agree for the following questions were higher than other areas of the survey. The questions asked in this area were 1. I feel bad when someone gets their feelings hurt. 2. I try to understand what other people go through. 3. I try to understand how other people feel and think. Growth Areas: Learning Engagement Climate and Student Peer Relationships Met 28JUN2023 2023 20651850129015 Yosemite-Wawona Elementary Charter 6 Not Met 2023 20651930000000 Chowchilla Elementary 6 In Fall of 2022 parents completed the California School Parent Survey and students completed the California Healthy Kids Survey. The survey results indicate that parents have generally positive feelings about school climate, and rate CESD schools especially high in school safety, caring about every student and treating every student with respect, and motivating students to learn. The results also reveal that CESD needs to improve in parent outreach and involvement, specifically seeking parent input, providing parents advice and resources to support students’ social and emotional needs, and actively involving parents in their students’ education. These survey results also indicate that most students feel that the adults in their school care about them and have high expectations for them, that their schools have clear rules, and that they are treated fairly by adults in the school. They also indicate that CESD has considerable work to do to continue improving school climate, especially related to student behavior and discipline. Across both surveys, it seems that student behavior and school discipline practices are a concern, with issues such as bullying and harassment, drug and alcohol usage, and vaping and e-cigarettes being identified as problematic student behaviors. Data for areas of concern: 22% of parents feel that harassment or bullying is at least somewhat of a problem in their child’s school, 52% of parents felt like they were involved in their child’s schooling, 15% of parents feel that student vaping or e-cigarette use is at least a small problem at their child’s school. Student surveys also highlighted concerns about fairness and equal application of school rules. 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. In the 2022-2023 school year, each site in CESD had its own counselor/psychologist on-site. CESD has already taken steps to expand counseling capacity across the district by hiring 5 additional counselors to provide direct services to students. Each site in CESD will have a dedicated counselor and a dedicated psychologist in the 2023-2024 school year. In addition to mindfulness, for which training has already taken place for all staff, CESD will begin implementing Positive Behavior Interventions and Supports in the 23-24 school year. Data for areas of concern 65% of students felt connected to their school, 47% of students felt that students at their school are well behaved, 48% of students felt that students are treated fairly when they break the rules). Met 27JUN2023 2023 20652010000000 Chowchilla Union High 6 Data: -With instruction, change and progress is slow but occurring -Administration has a better understanding and perception of what is happening on campus. -About 41% of student respondents indicated they Agree or Strongly Agree with the statement: I am happy to be at my school (was 48%). -About 46% of student respondents indicated they Agree or Strongly Agree with the statement: At my school, I feel like I am a part of it (was 56%). -Almost a third (32%) indicated that they feel safe in school (was 56%). -Half of the student respondents (49%) indicated they Agree or Strongly Agree with the statement: At my school, parents feel welcome to participate (no change). -About 60% of students indicated: There is a teacher/staff member who tells me when I do a good job (was 62%). -About 37% of students indicated: There is a teacher/staff member who checks on how I am feeling (was 42%). Meaning: -Although decreased positivity, it is a small reduction -First full year without restrictions -Auditing processes have lead to reflection and positive changes in programs -Supports and programs need to be implemented and sustained with targeted approaches Use: -Campus and Community Liaisons/Contracted Subs/Social Worker/Custodians/Supplemental Transportation Connectedness/Attendance -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/ASB Establish a Foundation/Make School FUN -Parent Engagement Program Helping Parents Help Their Students -School Nurse Safety -AP/Dual Enrollment Increase Student Outcomes and Achievement -CTE Pathways Engagement -Tribe Pantry Meet Basic Needs -PLC Process (not LCAP funded) Data Informed Teaching Practices -Weight Room/Pool/Gymnasium Improvements Connectedness and Engagement Met 26JUN2023 2023 20652430000000 Madera Unified 6 Madera Unified School District partnered with Panorama Education since 2016 to gather student and family feedback on school climate. The survey was not administered in 2019-20 due to COVID-19 school closures. Comparing the 2018/19 and 2022/23 school years, positive student responses on school climate improved by 4% in grades 3-5 and 1% in grades 6-12. The survey reached 14,357 students in grades 3-12 and 3,178 family members in Spring 2022. Madera Unified received the US Department of Education School Climate Transformation Grant (SCTG-2019), expanding support for Positive Behavior Interventions and Supports (PBIS). With intentional focus and technical assistance, PBIS implementation rose to 88%, with 96% of schools achieving 70% tier 1 implementation or higher. Shifting to virtual settings in 2020/21 contributed to positive school climate perceptions. A separate survey in 2022/23 focused on district employees, with 1,730 out of about 2,500 staff completing the survey. 74% reported positive perceptions of Staff-Leadership Relationships, and 83% reported their leaders being “quite or extremely respectful”. To promote employee well-being, Madera Unified implemented self-care courses in the LCAP, offering courses on Self-Care Planning, Nutrition, and Mindfulness Practices. Staff who completed the courses received incentives upon successful completion. Met 27JUN2023 2023 20652430100016 Sherman Thomas Charter 6 1. DATA The data from student climate surveys indicated that 94.1% of students believe STCS treats students respectfully. Our students believe that their teachers are caring and respectful (93%), that their teachers know and understand how to help them (94%), and that teachers expect them to do their best and learn at a high level (91%). A majority of students reported that they feel safe at school (96.1%). These data help us understand that the instructional and relational methods we have adopted are meeting the needs of most of our students. 2. MEANING A strength of STCS is our ability to provide a safe learning environment for our students. 93% of students reported feeling safe in the 21-22 school year and 96% in the 22-23 school year. Therefore, we will continue to hold students accountable for their actions and provide them with rules and expectations. We intend to maintain and continue to grow our culture at STCS. According to our survey, a challenge for STCS is increasing the number of programs available to students with talents and struggles. In order to further strengthen our school climate and culture in the 2023 school year, we will add School Spirit Week, which builds school culture and helps develop the community at Sherman Thomas. We also added a social-emotional curriculum, HeartSmart, that is being implemented for all grade levels. We plan to continue training and implementing MTSS Tier 2 supports, including work on trauma-informed practices, interventions for academic and behavioral needs, and restorative practices. Lastly, to increase opportunities in the arts and develop the whole child at our school, we have added a music and art program in the 2022 -2023 School year. Also, in the 2022 school year, we added a full-time Physical Teacher, and our students can participate in athletics and various enrichment activities throughout the year. 3. USE In order to further strengthen our school climate and culture in the 2023 school year, we will add School Spirit Week, which builds school culture and helps develop the community at Sherman Thomas. We also added a social-emotional curriculum, HeartSmart, that is being implemented for all grade levels. We plan to continue training and implementing MTSS Tier 2 supports, including work on trauma-informed practices, interventions for academic and behavioral needs, and restorative practices. Lastly, to increase opportunities in the arts and develop the whole child at our school, we have added a music and art program in the 2022 -2023 School year. Also, in the 2022 school year, we added a full-time Physical Teacher, and our students can participate in athletics and various enrichment activities throughout the year. Met 27JUN2023 2023 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 SEL 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. The Mental Health/SEL action adds staffing and resources to create and implement a comprehensive program in SEL 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 PBIS 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 15JUN2023 2023 20652430118950 Sherman Thomas Charter High 6 The LEA conducted an anonymous student survey surveying all grade levels (9-12) which was completed by 90% of our students during the 22-23 school year. The results showed that 73% of students feel safe while at school, 63% of students felt that communication between staff and students is open and effective, and 74% of students feel like their school is a supportive and inviting place for students to learn. In addition, 79% of students feel like there is a staff member that cares about them and challenges them to succeed and 65% of students believe that school has equipped them with the skills and knowledge that are necessary to succeed after high school. Students were also asked if they think STCHS provides quality lessons that challenge them in each subject area. The following are the percentage of students that strongly agreed or agreed with the previous statement: English 74%, math 74%, Spanish 42%, social science 64.3%, science 60%, service learning 73%, art 60.3%, Apex 52.3%. The 22-23 school year had several unexpected changes in leadership which may be reflected in the results. Analysis shows that communication between staff and students is an area of focus. Continued relationship-building with students is a priority. This includes finding more effective avenues of communication between teachers and students. To improve teacher effectiveness teachers will be offered professional development opportunities that align with their subject matter to learn the latest developments in best practices for the subject being taught. To improve school climate and culture we will encourage student involvement in decision-making processes through student council and open forums. We will actively seek student input on school policies, events, and initiatives. Met 23MAY2023 2023 20652430134510 Sherman Thomas STEM Academy 6 "We conducted an anonymous student survey in March 2023, which was completed by 91% of all students. In that, we found that 75% were satisfied or very satisfied with the school (83% 6th, 65% 7th, and 82% 8th), 88% felt safe at school, 75% felt like their teacher cared about them (100% 6th, 43% 7th, and 82% 8th), and 82% felt like their 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 did notice more negative responses in 7th grade and evaluated those results and it drove some staff and parent discussions that we had in April-June as well as planning at the beginning of the school year. We also collected data, through our survey, regarding the difficulty of classes and found that most students felt like the homework and difficulty level was ""just right,"" with the exception of math. More students expressed finding that class difficult. We took our whole teaching team to the National Council for Teachers of Mathematics conference in the fall, to learn new strategies for teaching and began making gradual changes last year. We focused on math with summer planning and as a team took a close look at our curriculum and made some changes based on data, feedback, and standards alignment. While our math scores have been strong, comparatively to our community and the state, we are hoping to see an increase in achievement with these changes we have made." Met 25APR2023 2023 20652760000000 Raymond-Knowles Union Elementary 6 Not Met For Two or More Years 2023 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. 67% of students felt safe. These statistics have declined slightly this year. Another statistic that continues to be of concern - only 38% 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 27JUN2023 2023 20756060000000 Chawanakee Unified 6 Overall, student perception of school safety can be defined into two separate categories of safety: 1. Personal/emotional safety, and 2. The physical safety of the school itself (e.g. a perimeter fence). In each grade span, the student perception of personal safety is strong. While there are reports of bullying, additional information is needed to define bullying in terms of student perception to see the level at which this is an ongoing issue. For example, someone ending a friendship abruptly is not necessarily bullying, although students (particularly in the younger grades) might be reporting it as such. Depending on the school site, the physical safety of the school site itself varies. Based upon feedback received, an iron perimeter fence is being installed now (September 2023) at Spring Valley Elementary. It is an open school on a busy highway road. This concern was shared by not only students but parents of that school site as well. Student perceptions of connectedness was strong in the K-5 and 6-8 grade spans but needed additional attention in the 9-12 (high school) grades. A focus on additional assemblies and rallies will be done for the upcoming school year, and is a direct response to the requests made by students regarding this issue. Met 20JUN2023 2023 20756060125021 Minarets Charter High 6 Not Met 2023 20756060132936 Chawanakee Academy Charter 6 Not Met 2023 20764140000000 Yosemite Unified 6 School climate and culture is a focus in the LCAP. Based on educational partners input and school climate survey data, concerns reflect school engagement, attendance, suspensions, and graduation. School culture can be defined as the beliefs, expectations, and values that encompass a school site, from the administration to the instructional staff. School climate is one of the factors that differentiates schools that succeed from those that do not. School culture and climate can improve learning outcomes for divergent students, thus narrowing the gap in academic achievement. Positive school climate is an asset for all schools, as they consist of diverse communities, students, and needs. Culture of collaboration needs to be encouraged and cultivated to promote learning to accelerate improvement and foster innovation. Our chronic absentee rate is the highest in Madera County at 59.9% compared to the state average at 30.8% YUSD Survey is administered to all 5th, 7th, and 9th graders annually. It includes 21 questions that assess student perceptions about school safety and connectedness. The 2020-21 survey was administered in February of 2022 and there were 220 responders. Almost 35% of the respondents attend Rivergold Elementary School, 46% attend Yosemite High School, and 17% attended Coarsegold Elementary School. Some of the key learnings from the survey results are: 1) students generally feel safe at school (63% of students responded agree or strongly agree to: When I am at school I feel safe; 25.6 % of students responded neither agree or disagree) 2) students generally feel that their teachers care about them (58.9% of students responded agree or strongly agree to: When I am at school my teachers care about me; 26% responded neither agree or disagree, and 3) significantly fewer students indicated that they feel that they are treated fairly by their teachers and principal during the administration of the survey as compared to the administration. The percentage of students who answered either strongly disagree or disagree to: When I am at school, I feel like students are treated fairly by their teachers grew 26% from and the percentage of students who answered either strongly disagree or disagree to: When I am at school, I feel like students are treated fairly by their principal grew 12.4%. Met 26JUN2023 2023 20764142030237 Glacier High School Charter 6 Glacier High School’s 2023-24 LCAP speaks to our ongoing commitment ensuring that we are meeting the diverse needs of our student population. The 3 Goals of the 2023-24 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 2023 of this school year. The feedback from this survey contributed to our LCAP goals and actions for the 2023-24 school year. 76 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. 95% rated Excellent, Above Average, or Satisfactory. The school works with my parent/guardian to help me do my best in school. 97% rated Excellent, Above Average, or Satisfactory. My school is clean and in good condition. 99% rated Excellent, Above Average, or Satisfactory. How emotionally safe do you feel with staff and students at our school? 92% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and other learning materials to meet my educational needs. 100% rated Excellent, Above Average, or Satisfactory. 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. 99% rated Excellent, Above Average, or Satisfactory. I feel welcomed, valued, and connected to others in my school community. 95% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 9% rated Almost all the time; 33% rated Often; 50% rated Sometimes; 8% 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? 99% rated Excellent, Above Average, or Satisfactory. 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? 81% responded YES; 1% responded NO; 18% responded, “I don’t know.” Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning? 95% rated Excellent, Above Average, or Satisfactory. Overall how would you rate your mental health? 21% rated Always good; 46% rated Usually good; 24% rated Sometimes poor; 8% 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? 28% responded 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? (mark all that apply)... Met 13JUN2023 2023 20764146110076 Mountain Home Charter (Alternative) 6 Mountain Home School’s 2023-24 LCAP speaks to our ongoing commitment ensuring that we are meeting the diverse needs of our student population. The 3 Goals of the 2023-24 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 2023 of this school year. The feedback from this survey contributed to our LCAP goals and actions for the 2023-24 school year. 40 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. 98% rated Excellent, Above Average, or Satisfactory. The school works with my parent/guardian to help me do my best in school. 98% rated Excellent, Above Average, or Satisfactory. My school is clean and in good condition. 100% rated Excellent, Above Average, or Satisfactory. How emotionally safe do you feel with staff and students at our school? 100% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and other learning materials to meet my educational needs. 100% rated Excellent, Above Average, or Satisfactory. 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. 100% rated Excellent, Above Average, or Satisfactory. I feel welcomed, valued, and connected to others in my school community. 98% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 12% rated Almost all the time; 41% rated Often; 39% rated Sometimes; 7% rated Never Did you participate in any of our teacher-led class offerings? 85% responded YES How well did the school support your education-related technology needs? 98% rated Excellent, Above Average, or Satisfactory. Overall how would you rate your mental health? 69% rated Always good; 31% rated Usually good 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? 8% responded YES; 92% responded NO Met 13JUN2023 2023 21102150000000 Marin County Office of Education 6 In 2022, we hired Learning Coaches as part of our MCOE team to work more directly on Social and Emotional well-being with our students and staff. We have also focused on increasing safety procedures through drills and training. Our teachers include a social and emotional learning goal as part of their lessons each day and provide feedback to students. As a program, we have invested a considerable amount of time and resources to cultivating a culture of trust, inclusion, and belonging with our staff so that we can work together towards our mission. We implement KELVIN surveys twice throughout the year with students, families, and staff to measure progress as it relates to school culture and climate. In April of 2023, 58% had overall scores that demonstrated positive social and emotional growth. However, only 39% felt a sense of belonging as indicated by questions focused on that dimension. While our results are hard to compare because we have a high student turnover rate with the students we serve throughout the year. Nevertheless, we work towards creating an environment where all students have a sense of belonging. This year, we implemented a social and emotional focus that includes monthly outcomes and measurement. Staff work together to create and sustain social and emotional learning opportunities. Met 20JUN2023 2023 21102150135350 Ross Valley Charter 6 2022-23 student survey results show: 87% of students agree that they engage in a curriculum that is meaningful to them. 87% of students agree that they have strong, safe, and healthy relationships with their peers. 97% of students agree that they have strong, safe, and healthy relationships with their teachers. Some successes we’ve enjoyed relate to the mindfulness/self-regulation work that is being used, implemented, and revisited weekly. Students learn skills (assets) to regulate themselves to be in a social setting and to be ready to learn, and those skills are serving them well in our school spaces. Our teachers are also experiencing success implementing the Take Five mindfulness based social emotional curriculum because of their intentional practices of reflecting on those lessons and sharing best practices with one another during professional development sessions. Met 08JUN2023 2023 21102152130102 Phoenix Academy 6 In 2022, we hired Learning Coaches as part of our MCOE team to work more directly on Social and Emotional well-being with our students and staff. We have also focused on increasing safety procedures through drills and training. Our teachers include a social and emotional learning goal as part of their lessons each day and provide feedback to students. As a program, we have invested a considerable amount of time and resources to cultivating a culture of trust, inclusion, and belonging with our staff so that we can work together towards our mission. We implement KELVIN surveys twice throughout the year with students, families, and staff to measure progress as it relates to school culture and climate. In April of 2023, 58% had overall scores that demonstrated positive social and emotional growth. However, only 39% felt a sense of belonging as indicated by questions focused on that dimension. While our results are hard to compare because we have a high student turnover rate with the students we serve throughout the year. Nevertheless, we work towards creating an environment where all students have a sense of belonging. This year, we implemented a social and emotional focus that includes monthly outcomes and measurement. Staff work together to create and sustain social and emotional learning opportunities. Met 20JUN2023 2023 21653000000000 Bolinas-Stinson Union 6 The Bolinas-Stinson School administered the School Climate Survey and a Student Wellness Survey during the 2022-2023 school year. School Climate Survey results indicate that students feel safe at school and have an adult at school who will help them when needed. They also indicated that they feel like they do well in school. Since we are a small school with a staff to student ratio of 1:4 students and teachers have close relationships with students. Students have the same teacher for multiple years. We have two school counselors and students are able to report if they feel safe at school. The Student Wellness Screener identified students on a scale that ranged from thriving to high risk and needing immediate help. 72% of students were doing well. Those that were identified as needing help were screened by counselors who then did parent outreach to ensure they had access to school services. Additionally, the school is developing a Wellness Center that is connected to the library and will have resources for students in need of extra support or just a place to reset. Continuous improvement in gathering student feedback is an area for further improvement. In addition to surveys, students in our Student Wellness Ambassador Program (SWAP) have requested a dropbox where they can give feedback, suggestions, or express concerns. Ensuring all voices are heard is a top priority. Lastly, for the past two years the school has hosted North Star events where all community partners were invited and encouraged to give feedback on the school's programs. The feedback was then consolidated and guided the revision of the LCAP goals. LCAP goal #1: “Foster the emotional, physical, social, intellectual, and environmental wellness of all students and staff. Develop cultural competence among the school community to promote a healthy, safe, and inclusive learning environment.” was a direct reflection of community partner feedback. The community strongly supports nurturing the whole child and the well-rounded development of our students. Creating a safe, inclusive school community that embraces diversity and supports the holistic well-being of staff and students was widely shared as a school community priority based on North Star feedback. Met 20JUN2023 2023 21653180000000 Miller Creek Elementary 6 The LEA engaged a new partnership with the YouthTruth organization to administer a comprehensive survey to students in grades 3-8, families and staff. Participation in the survey was very high with over 1,900 respondents and the percentage of people of color matched proportionally to students of color enrolled in the district. Annually students in grades 6-8 take a wellness and safety survey. The school Wellness Team designs programs and services in response to the student survey. The state uses suspensions as a measure of school climate. The LEA encourages the use of restorative practices whenever possible. At the middle school, students are trained to be part of a suspension diversion program called Justice League. Justice Leagues helps students repair harm done to the community by designing an individualized program. The use of restorative or talking circles and No Bully solution teams are additional strategies used to repair relationships as part of a restorative practices program. Met 13JUN2023 2023 21653340000000 Kentfield Elementary 6 KSD administered the YouthTruth survey and examined school climate. Below is a summary of data of information collected with a focus on responses related to belonging. Percent students answering with Agree or Strongly Agree on questions related to the following topics YouthTruth 3rd - 4th Grade February 2023 Engagement 93% February 2023 Academic Challenge 51% February 2023 INCREASE Relationships 88% February 2023 Slight DECREASE Culture 20% February 2023 Slight DECREASE Instructional Methods 67% February 2023 2022 INCREASE Belonging 44% February 2023 YouthTruth 5th - 8th Grades June 2023 Engagement 88% February 2023 DECREASE Academic Challenge 32% February 2023 DECREASE Relationships 74% February 2023 DECREASE Culture 14% February 2023 DECREASE Instructional Methods 58% February 2023 DECREASE Belonging 32% February 2023 Percentage of Students Answering with Agree or Strongly Agree on Questions Related to the Following Topics Belonging Questions Bacich, 2023 Can you be yourself with other students? 58% February 2023 DECREASE Do you feel like an important part of your school community? 42% Are students friendly to you? 53% February 2023 DECREASE Belonging Questions Kent, 2023 Can you be yourself with other students? 55% February 2023 DECREASE Do you feel like an important part of your school community? 25% Are students friendly to you? 55% February 2023 - 61% DECREASE Bacich YouthTruth data demonstrates an Increase in academic challenge and instructional methods and slight decreases in relationships and culture. The belonging questions demonstrated overall decreases. Kent YouthTruth data reflects decreases in percent positive in all areas - engagement, academic challenge, culture, instructional methods and belonging. Student group data at Kent also demonstrates gaps between how Latinx and Caucasian students feeling a true sense of belonging. This is an intentional focus for our school setting. Our community data reflects the following percent positive for factors of culture, engagement, relationship, communication and feedback, school safety and resources in the February 2023 ENGAGEMENT - 59% INCREASE RELATIONSHIP - 90% INCREASE CULTURE - 75% INCREASE COMMUNICATION & FEEDBACK - 62% DECREASE SCHOOL SAFETY - 52% DECREASE RESOURCES - 59% DECREASE This data demonstrates strength in our relationship building with families, a sense of engagement and shared community and culture. We saw a decline in our communication, school safety and resources which are areas we continue to work on for improvement. Met No additional relevant information. 13JUN2023 2023 21653420000000 Laguna Joint Elementary 6 Due to the relative size we are able to maintain a close connection to our students and their social and emotional well-being. We would not be able to derive data from a survey that would not compromise confidentiality. As such we rely upon direct engagement to support students and families. We have learned that our students feel cared for and challenged academically though our ongoing interactions and engagement. Met 06JUN2023 2023 21653590000000 Lagunitas Elementary 6 We learned from our survey data that a significant number of our middle school students in grades 6 - 8 experience anxiety at school and at home. The students are comfortable and articulate about identifying their feelings. Peer relationships and low self-esteem are sources of some anxiety. Our social emotional literacy classes and our use of the zones of regulation curriculum have helped students notice their own emotional reactions and communicate to peers and adults. Social media is a complex influence on our students' lives and they recognize it's positive and negative powers. We continue to contract with Child Therapy Institute of Marin for two school counselors. We also continue to work with our social emotional literacy curriculum. We set new policies for in-school use of phones and digital devices that have helped our school climate. Met 22JUN2023 2023 21653670000000 Larkspur-Corte Madera 6 The key learning from this year’s climate survey was that 25% of families had concerns regarding school safety measures. Based on that, we engaged parents in a coffee chat to learn more about their experiences. Post-coffee chat, we formed a School Safety Task Force. This team has identified priority areas and is currently working to create an action/implementation plan. LCMSD was awarded a STOP School Violence Grant and was able to use funds to: 1) engage Hanover Research in a study regarding best practices in school safety measures; 2) provide an updated active shooter training to all staff; 3) train staff in the foundational tenets of Positive Behavioral Intervention and Supports (PBIS); 4) form site-based PBIS teams that meet monthly; and 5) continue providing afterschool and full-day trainings for staff on school safety measures. Met 08JUN2023 2023 21653910000000 Mill Valley Elementary 6 MVSD administers the California Healthy Kids Survey to 5th and 7th graders every other 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. Met 23JUN2023 2023 21654090000000 Nicasio 6 "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 2023) 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"", 92% of students responded ""most/all of the time"". The school was rated as safe by students. When asked ""I feel safe in my school"", 100% of students responded ""most/all of the time"". When asked, ""At my school, there is a teacher or some other adult who really cares about me"", 100% of students responded ""very true"". These results indicate an increase in the students' perception of school climate and school safety as compared to 2022 student survey results. Nicasio School will continue to 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." Met 15JUN2023 2023 21654170000000 Novato Unified 6 NUSD administers the research-based student and stakeholders Youth Truth Survey annually. The 2022-23 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 practices that reduce 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) that improve students well-being and educational experiences. Although the majority of students have very positive perceptions regarding school safety and contentedness, there are still some students who do not. During 2023-24, NUSD site personnel will work with the Director of Student Services, and Student Support Wellness Coordinator to 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. Furthermore, every school will have a team that has been prepared to implement the Positive Behavioral Interventions and Support (PBIS) framework to create school wide systems to establish a positive student culture and individualized behavior supports to create a safe and effective learning environment for all students. Met NUSD recognizes that consistent attendance is an important factor in reducing school dropout rates, increasing academic achievement, and promoting a healthy school climate. For the 2023-24 school year, NUSD will implement actions that reduce chronic student absenteeism. A skilled consultant will work with school administrators and staff to examine root causes of absenteeism and implement strategies that support students and their families with school attendance. Through this work, site attendance teams will review student data and establish routines and practices to increase student attendance including home visits and wellness checks, attendance incentive awards, and promoting positive relationships among students, staff, and families. 27JUN2023 2023 21654176113229 Novato Charter 6 Novato Charter School administers the California Healthy Kids Survey to grades 5-8 annually. In 2023, 71% of our elementary school students (grades 5-6) responded positively to questions related to school connectedness. 91% of our elementary school students responded positively to questions related to perceived school safety. 85% of our elementary school students responded positively to questions related to academic motivation. 71% of our middle school students (grades 7-8) responded positively to questions related to school connectedness. 93% of our middle school students responded positively to questions related to perceived school safety. 70% 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 07JUN2023 2023 21654250000000 Reed Union Elementary 6 Reed Union administers two different surveys in order to measure perceptions of school safety and connectedness. Every other year, Reed Union administers the California Healthy Kids Survey and reports the results to staff members, parents, and the local governing board at a regular meeting, and to a variety of educational partners through the CA School Dashboard. In addition, Reed Union administers the YouthTruth Data Survey to students, parents, and staff members in order to have a broader understandingof the perceptions of safety and connectedness. In general, our key learnings are that overall students, staff, and families feel very safe and connected. However, we have some areas to improve for our socio-economically disadvantaged students and for students that self-identify as LGBTQ. Based on this data and input, Reed Union is providing professional learning opportunities about what we can do to further address this issue. In addition, specific committees and surveys are asking for ideas for action items with one of our priority areas being established as Inclusion and Safety. These action will be reflected within the Strategic Plan and the LCAP. As a result of the ongoing actions, we saw a 5% overall improvement in math and a 15% increase in math for our socioeconomically disadvantaged students. Met 13JUN2023 2023 21654330000000 Ross Elementary 6 "Ross School uses Youth Truth to conduct student surveys in October of each year. Last year's results indicated that students did not find what they were learning in school relevant to their everyday lives. Students also indicated that they did not feel connected to each other at school. They indicated that they felt like their teachers cared for them but their peers did not. They also indicated that 70% of the students surveyed felt like students were often disrespectful to the adults at the school. The two areas that emerged as needs was discipline and engagement. To address the feedback about engagement staff did a three-day training on problem and project-based learning through the Buck Institute with the expectation that each teacher implement one problem or project based experience.. This approach is designed to help students see the value in what they are learning and to help bring learning to life. To address the discipline we have had a two-day training with Toolbox which taught our staff how to use social-emotional tools to address student needs in the classroom and on the playground. We now have a common language to use with students regarding discipline. We have also reworked our SEL though our ""bear families"" these are groups of K-8th graders who meet quarterly to build connection and school spirit. We also developed a progressive discipline plan to share with students, teachers, and parents. This will allow everyone to know what is expected and what the consequence is when those expectations are not met. This progressive discipline plan working alongside our restorative justice program helps to hold students accountable while also rebuilding the relationship. Finally, Ross School staff also receiving training on running circles in the classroom to reinforce the restorative justice model and sense of belonging." Met 14JUN2023 2023 21654580000000 San Rafael City Elementary 6 "Based upon the results from the Youth Truth Survey “Student Survey” administered February 2023, SRCS uses the survey theme percentages to capture student ownership and sense of belonging at their school sites. In Elementary 1381 students responded to the survey questions (a response rate of 100%). The results are the following in elementary: Engagement = 87%; Relationships = 78%; Culture = 25%. In middle school 1018 students responded to the survey questions (a response rate of 79%). The results are the following in middle school: Engagement = 39%; Relationships = 32%; Culture = 24%. The desired outcome is for students to work with principals to implement a variety of “change ideas"" at school sites to increase ownership and belonging. 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. 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, and a Marriage and Family Therapist has been added to Bahia Vista Elementary and Davidson Middle School. SRCS has formally adopted an SEL curriculum (Tier I Second Step) to be implemented in January 2024 across all our Tk-8 schools. In middle school, students feel safe and respected. 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. SLAM has been implemented in the middle schools to increase student voice." Met San Rafael City Elementary will continue to consult with Youth Transforming Justice to expand the use of restorative practices and training to all staff and students, including support for Peer Court in middle school. Students will continue to have ample opportunities for student leadership through student council and student groups. In addition, SRCS has refined our COST meeting structure to better coordinate support for students who are struggling with behavior, social emotional health, and/or academics. The District is also implementing “ion,” a data management system, which will allow schools to safely and securely track and monitor student academic and behavioral data. Implement CareSolace, an online resource with live 24/7 concierge to help individuals find local mental health related programs and counseling services. All school staff and families can use the tool to connect with community-based mental healthcare resources and providers. 14JUN2023 2023 21654660000000 San Rafael City High 6 The results from the Youth Truth Survey “Student Survey,” administered February 2023, demonstrated the perceptions of 1646 high school students (a response rate of 68%), which is an increased response rate. SRCS uses the survey theme percentages to capture student ownership and sense of belonging to build leadership and advocacy skills, and identify priorities for action. The results are the following in high school: Engagement: 51%; Relationships: 32%; Culture: 36%. The desired outcome is that high school students will have a venue to impact systemic change at their schools and throughout the district by engaging in site-based and/or district-wide empowerment groups. All high school principals met with student voice groups or student councils to gather input and feedback from the Youth Truth Survey and to develop action plans to address key concerns. San Rafael City High will continue to develop and empower high school students to learn effective skills and strategies to effectively advocate on their behalf through retreats, workshops and training, promoting student voice groups and partners such as SLAM, Youth Leadership Institute, and other community based organizations. In addition, SRCS will convene the Superintendent’s Student Advisory Council led by the Student Board Members to meet monthly to identify three top priorities for action and improve collaboration between the high schools. SRCS has fully staffed Wellness Centers at both Terra Linda and San Rafael High Schools. San Rafael City High has Restorative Practices aimed at enhancing school climate, suspension reduction/aversion, community building, and trauma informed practices. We are engaging students in this work through student wellness and peer mentor student groups. Met 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. SRCS also has a trauma consultant working with the counseling team to provide guidance on supporting schools through a trauma informed and restorative lens and will engage in professional development for counselors through Hatching Results. In addition, SRCS has refined our COST meeting structure to better coordinate support for students who are struggling with behavior, social emotional health, and/or academics. 14JUN2023 2023 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 confident 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 is 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 neurotypical, 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. Met 15JUN2023 2023 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. Met The District convened a Youth Advisory group in 2021-22 which remains in place as of the 2023-24 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. 27JUN2023 2023 21733610000000 Shoreline Unified 6 SUSD administers the California Health Kids Survey each spring to students in grades 5, 7, 9, and 11. Additionally the district has identified the School Climate Report Card and the Mental Health Report Card, as well as the disaggregated data within those reports, as key data points to evaluate longitudinally to better understand and track the social emotional health and well being of our students. While our results are generally higher than the state average, there are clear areas of strength or growth between 2022-2023, as well as areas that will require further evaluation and attention during the 2023-24 school year. The data shows that students reported an increase in optimism and life satisfaction, as well as a feeling that there are caring adults at school to support them. Chronic absenteeism remains an issue, however, and students also reported a decline in school connectedness. These will be areas of focus for the district as we continue to develop our social emotional curriculum, as well as our Student Wellness Ambassador Program, designed to train students to offer peer to peer support. Met 15JUN2023 2023 21750020000000 Ross Valley Elementary 6 The Ross Valley School District regularly seeks input from students, staff, parents/guardians, and community members. We receive detailed student feedback through the Healthy Kids Survey which is administered every other year. In 2022-23, Panorama surveys were administered to students in grades 3rd - 8th, parents/guardians, and staff. These surveys provide us with feedback in areas such as School Climate, Equity and Inclusion, and Sense of Belonging. Results from both elementary (3rd - 5th) and middle school (6th - 8th) student surveys showed an increased Sense of Belonging for our students over the previous year (elementary - 71% responded favorably up 2% over 2022 results; middle - 43% responded favorably up 4%). Students who self-describe as non-binary had the lowest percentage of favorable responses. Favorable responses from our Black and Latino students were also disproportionately low. We also continue to have concerningly low percentages of students with favorable responses to questions about Valuing of School/School Engagement (elementary 51% down 3% from 2022; middle 28% up 2% from 2022). Site staff is continuing to work towards solutions that reengage students in school in our post-pandemic world. Our survey results point to the need to continue the emphasis on trusted adult relationships and to work towards engaging our BIPOC and multilingual 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 2023-24 LCAP goals and actions emphasize the importance of wellness and a tiered response to interventions. Met 14JUN2023 2023 22102230000000 Mariposa County Office of Education 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 22JUN2023 2023 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 22JUN2023 2023 22655320125823 Sierra Foothill Charter 6 "The student survey is conducted each spring in grades 3-8. The survey is online, anonymous, and completed at school by all students. Questions are consistent annually to allow for clear comparisons over time. Responses in spring 2023 show a slight decline overall in key areas. Students' feelings of enjoyment and connectedness at school, understanding of rules, feelings of respect and fair treatment by staff, and sense of safety at school declined more significantly as compared to results from previous years. The following are survey statements with percentage of students responding ""often"" or ""always."" I enjoy learning at this school. 54% I feel safe when I'm at school. 68% I have friends at school. 88% The majority of students are friendly and respectful. 62% The principal, teachers, and staff members treat students fairly and with respect. 79% I feel I am making good progress at school. 78% My teacher helps me when I struggle at school. 75% The school rules are clear and I understand them. 66% If I have a problem, there is one or more caring adults I can go to for help at school. 69% The staff will focus on developing a school-wide positive behavior management program that supports learning and respectful interactions. Staff members who work with students will receive professional development in evidence based practices to consistently engage and motivate students, and support individual student needs. A focus of training for the past two years has been on Universal Design for Learning (UDL), and staff members will be applying the framework to social/emotional learning in all settings. This year all classroom teachers received a digital license to Second Step, a social-emotional learning curriculum. Second Step will be consistently taught at all grade levels next year." Met 27JUN2023 2023 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 26JUN2023 2023 23655400000000 Anderson Valley Unified 6 "DATA: California Health Kids Survey (CHKS) was administered January 2023 (30 7th graders, 27 8th Graders, 45 9th graders, 30 10th graders, 37 11th graders, 46 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 by grade:7th: 40%, 8th: 53%, 9th: 54%, 10th: 41%, 11th: 52%, 12th:58% -School Connectedness overall: District School Climate Report Card: MS: 40% (compared to 73% in 2021-2022), HS: 53% (compared to 52% in 2021-2022), -""I am happy with/to be at this school"" (Strongly agree or agree):7th: 42%, 8th: 62%, 9th: 64%, 10th: 46%, 11th: 71%, 12th: 76% 5th Grade School Connectedness Survey Questions (yes, all, some or most of time) -Are you happy to be at this school? 66% (compared to 84% in 2022) -Do you feel like you are part of this school? 58% (compared to 87% in 2022) -Do you feel close to people at school? 75% (compared to 88% in 2022) -Do Teachers treat students fairly at school? 44% School Safety -I feel safe at my school"" (Strongly agree or agree): 4th-6th: 61% 7th: 36%, 8th: 35%, 9th: 62%, 10th: 71%, 11th:56%, 12th:61% MEANING: The impact of the global pandemic continues to impact school connectedness. The 2022-2023 data will serve as the baseline to determine if our efforts for school connectedness and school safety are successful. 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 30JUN2023 2023 23655570000000 Arena Union Elementary 6 The Healthy Kids Survey, went out to parents in January 2023. This survey is in both Spanish and English. The results will be shared with the Point Arena Schools Board of Trustees . The data from the survey for the 2022-23 school year showed: 5th grade: 16/21 or 76% of the students participated. 63% felt connected to school. 79% were academically motivated. 63% found school boring. 69% felt high expectations. 100% had rule clarity. 75% felt they were treated fairly. 7th grade: 13/22or 59% of the students participated. 45% felt connected to school. 50% were academically motivated. 69% found school boring. 62% felt high expectations. Met 21JUN2023 2023 23655576116669 Pacific Community Charter 6 Healthy School Survey disseminated to students and families. Met Low participation from families. There is a need to identify ways to further encourage family participation with feedback loop. Locally developed school climate surveys were also disseminated to high school students and accompanied by two school-wide facilitated conversations to discuss the results. High school surveys revealed a strong emphasis on the importance of fostering mutual respect between students and among students and staff. 29JUN2023 2023 23655650000000 Fort Bragg Unified 6 The 2022 California School Dashboard identified relative strengths in the areas of English Learner Progress (46.1% of ELs making progress) and Graduation Rate (88.1%). The academic performance data will be used as a baseline for data as our students continue their academic and social/emotional recovery from the COVID-19 Pandemic. Our local data indicate that our students, staff, and parents agree that our schools are safe; students generally enjoy coming to school; our schools' cultures are welcoming; that our counseling, music, and visual arts programs are worthwhile. Our local academic performance data show that our students are improving in reading and math skills throughout the district. While the FBUSD Dashboard demonstrated our baseline data emerging from the pandemic, we realize there are groups of students who demonstrate additional needs. In English Language Arts, our students with disabilities (103.1 points below standard) and English learners (78.5 points below standard) are performing at a lower level than their peers within the district (36.5 points below standard). In Mathematics, our students with disabilities (138.9 points below standard), English learners (124.6 points below standard), Hispanic (112.8 points below standard), and Socioeconomically Disadvantaged (96.7 points below standard) students are performing at a lower level than their peers within the district (87.4 points below standard). Within this plan we have identified specific services to support our English Learner and Special education populations. These include additional aide support at each site for both populations. We also have additional teachers dedicated to intervention at the elementary and middle school levels. These teachers specifically target students in tiers 2 and 3 to ensure that they are receiving instruction tailored to their needs with a high quality reading intervention curriculum. At the high school level we have a school within a school, Anchor Academy, which provides improved academic outcomes for students. We have additional action outlined below that provide support for all students. Met 15JUN2023 2023 23655650123737 Three Rivers Charter 6 TRCS administered surveys to students and families in the spring of 2023. We learned that 100% of our families are satisfied or very satisfied overall with TRCS (gave a score of 3 or 4 out of 4). 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 80% of students feel safe at school. We also learned that only 76% feel that the school is clean which is an increase from last year. 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 and lunch 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 20JUN2023 2023 23655730000000 Manchester Union Elementary 6 Students were provided with a survey that asked questions aligned with the School Board's goals. Questions included if they believed school was preparing them for high school; if school is helping them to learn; if they are supported with how they feel at school; if they feel safe and included; if they receive a good multicultural education; if the school and playground is in good condition and ways to better fund the school. Students responded to the survey on a scale of 1-4. When disaggregating the data based on the goal areas, some themes that arose were a need for the playground to be updated, the majority believing that they were receiving a high-quality education, and that a safe and inclusive environment is maintained. Regarding support of the social/emotional success of all students, response scores on average were a 2.6 rating. The meaning behind these results is that while there are strengths in receiving a high quality education, and that the school feels inclusive and safe, there are also growth areas. The growth areas include a need to make improvements to the playground and to address the social/emotional success of all students. In response to these results as part of a continuous improvement process, there will be a focus on implementing a restorative culture framework, PBIS systems of support, partnering with local organizations to provide additional mental health services across tiers, and integrating a dedicated time during the school day to build social-emotional supports/curriculum and community building. Met 27JUN2023 2023 23655810000000 Mendocino Unified 6 The California Healthy Kids Survey was given during the 2022-23 school year to students in grades 5, 7, 9, and 11. Data will be analyzed and reported on when the results have been provided to school staff. This year we have seen fewer students in crisis. We continue to have a high number of counseling and mental health support staff. MUSD takes social emotional learning and mental health supports very seriously and provides plenty of opportunities for scheduled or drop-in counseling as well as resources for families. Met 13JUN2023 2023 23655990000000 Point Arena Joint Union High 6 "Supports and Engagement as measured by the variables ""School Connectedness, Academic Motivation, Two or Fewer Absences/Month, High Expectations, Meaningful Participation, and Perceived School Safety"" rate consistently in the two-thirds range. Meaning, approximately 67% of students feel positively engaged and supported. Perceived School Safety had marked results: a 25% positive increase in one year. This is due to the high-fidelity implementation and high-leverage coordination of the MTSS mechanism, the PBIS mechanism, and the progressive discipline mechanism between the mental-health counselor, the Student Articulation PLC, and administration. Low Violence as measured by the variables ""Low Violence Victimization, No Harassment, No Mean Rumors, No Fear of Getting Beaten Up"" rate consistently in the 82% range. Meaning, approximately 82% of students feel positive they are in a low violence environment. No Fear of Getting Beaten Up had marked results: 97% of students have no fear of getting beat up. This is due to the high-fidelity implementation and high-leverage coordination of the MTSS mechanism, the PBIS mechanism, and the progressive discipline mechanism between the mental-health counselor, the Student Articulation PLC, and administration. Other School Climate Indicators as measured by the variables “Promotion of Parental Involvement, No Substance Use at School, and Facilities Upkeep” rate consistently in the two-thirds range. Meaning, approximately 67% of students feel positive about Parental Involvement, No Substances Used at School, and Facilities Upkeep. No Substances Used at School had marked results: 81% of students feel positively that no substances are being used at school. This is due to the high-fidelity implementation and high-leverage coordination of the MTSS mechanism, the PBIS mechanism, and the progressive discipline mechanism between the mental-health counselor, the Student Articulation PLC, and administration." Met Tiered PBIS system implemented for 23.24 school year to support English Learners, students qualifying as Mckinney-Vento, students qualifying as socioeconomically disadvantaged, foster youth, and students with disabilities. MTSS supported by MFTs implemented and tracked through the MTSS Articulation system. Tracking collected informally into Google Suite application. MFT interventions with English Learners, students qualifying as Mckinney-Vento, students qualifying as socioeconomically disadvantaged, foster youth, and students with disabilities will move from the informal MTSS Articulation system to the formalized Aeries LMS 23.24. The locally controlled suspension rate for 22.23 was 12.4% (17 suspensions divided by 137 Unduplicated Students is 12.4%.). This was a decrease of 51.6% when compared with 21.22. This was a decrease of 11.6% when compared with the 18.19 benchmark. The expulsion rate in 22.23 was 0%. The drop-out rate in 22.23 was 0%. MFTs applied intervention 75.6% (137 interventions divided by 135 Unduplicated Students) more times than the baseline year, per the MTSS Articulation system. This will be tracked formally via the Aeries LMS in 23.24. This rate was greater than the suspension rate, which was 12.4%. 21JUN2023 2023 23656070000000 Round Valley Unified 6 School climate is very important. Without a good safe school climate learning becomes very difficult. The past two years we have had a survey at back to school nights and both years the results have been very good. RVUSD has made great strides in providing a better safe climate for all and it has translated into a better school culture for all. In both surveys over 70% said they feel school is safe place for their students. The take aways from the survey is that parents feel there needs to be better communication and bullying continues to be a problem. RVUSD has a all call system that notifies parents via phone, text email and Facebook and there are many mailing that go out. RVUSD also is very pro active in addressing bullying and does not tolerate it and there are consequences for such behavior. We will continue to address any problems that arise because our students and staff deserve a school that is a safe place to come. Met 26JUN2023 2023 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 8 4th graders, 10 5th graders, and 5 6th grade students. 52% are male and 48% are female. 39% are English Learner students. 78% of the students answered yes to feeling safe at the Eel River Charter School (ERCS). This is a lower number than previous years and the change will be evaluated. 87% of students reported teachers treated them with respect, 96% said the teachers would do something if a student told them about being bullied, and 91% said the school staff told students when they were doing a good job, and 96% reported when the schoolwork was hard the school staff would help them. 78% were happy to be at ERCS. This is a lower number than previous years and ERCS believes that more interesting activities and field trips may raise this number in 23-24. 91% said ERCS teachers encouraged them to think about the community outside of school. 70% of the students reported knowing and following the school rules most or all of the time and 30% said some of the time. 96% of the students reported that they tried hard to learn at school most or all of the time and 4% said some of the time. 61% reported the school helped students resolve conflicts with each other most or all of the time and 39% said some of the time. This answer could also be monitored for improvement in future years. 91% said a parent at home told them to do their best at school most or all of the time and 9% said some of the time. 65% of students reported that other students treated them nicely at school most or all of the time. ERCS was troubled to learn that 35% of students felt they were treated nicely some of the time. The flip side of this is that 74% of the students said they treated others nicely most or all of the time and 26% said some of the time. ERCS has found that the effects of COVID are still disrupting students. 56% of the students reported doing interesting activities at school most or all of the time and 44% of the students reported interesting activities only some of the time. These past few pandemic years eliminated monthly parent/family events at school and field trips out of town which the students and staff looked forward to. ERCS re-instated some monthly family events and will plan to offer some field trips next year since the students/staff at ERCS have been healthy for the most part in the 2022-23 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. However, there is always a student or two that will have a negative answer for everything, or have had a bad day, or a pre-teen incident, and the negative answers will appear on the survey. Met 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 help them regain learning that was lost or slowed significantly during the pandemic. 20JUN2023 2023 23656150000000 Ukiah Unified 6 Ukiah USD administers the California Healthy Kids Survey every other year and administers its own internal student survey to students in grades 6-12. 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 significantly lower than in previous years. The Healthy Kids Survey was administered in the 2022-2023 to capture multi-year data trends across school years. Below are results from the 2017-2019 and 2020-2023 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 from pre-pandemic levels. The results also show that the percentage of students who feel safe at school has declined from pre-pandemic levels. Ukiah USD continues to invest heavily in and implement PBIS, Alternatives to Suspension Classrooms, Social-Emotional Counselors, MTSS and increased safety funds. During this school year students had high rates of absenteeism and students continued to have difficulty with behaviors as they returned to a more normal year of schooling. Ukiah USD Student Survey Results I have at least one teacher, counselor or staff member who knows me as a person? 6-12 2022-2023 58% 2021-2022 65%* 2020-2021 65%* 2018-2019 57% 2017-2018 54% I feel physically safe at school? 6-12 2022-2023 55% 2021-2022 60%* 2020-2021 80%* 2018-2019 62% 2017-2018 54% *small number of student responses I feel emotionally safe at school? 6-12 2022-2023 51% 2021-2022 55% 2020-2021* 77% 2018-2019 59% 2017-2018 54% *Small number of student responses Ukiah USD Healthy Kids Survey Results School Connectedness (high) 5th 7th 11th 2022-2023 74% 51% 49% 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 2022-2023 77% 42% 55% 2021-2022 86% 45% 59% 2018-2019 66% 59% 56% 2016-2017 87% 64% 66% 2014-2015 84% 66% 61% Met 15JUN2023 2023 23656150115055 River Oak Charter 6 Reflect on Key Learning, What did we learn: In regards to education, the students feel confident within the improvements they have made in reading and writing. Additionally, math is an area where students feel confident and have made improvements. However, in science, students expressed apathy and dissatisfaction with their accomplishments. Overall, 75% of students report that they agree and or strongly agree that the topics at River Oak are enjoyable and they are confident in their teachers ability to plan and deliver lessons. 90% of students surveyed reported a positive connection with their teachers and staff. As far as facilities are concerned, nearly 50% of students feel the school is not a clean or orderly place. Many students reported the furniture within classrooms is seriously outdated and uncomfortable. Additionally, the bathrooms were an area of great dissatisfaction. An overwhelming number of students requested we prioritize having a gym and/or field improvements. Our students overwhelmingly feel prepared for high school and beyond including feeling involved in their community. Met 05JUN2023 2023 23656150140814 Shanél Valley Academy 6 75.6% of students feel safe at school and 80% feel connected to the school community. The Parent Advisory Council and the ELAC have partnered to create many fun events (more than 10 this year) for students to participate in, including many Spirit Weeks and a Fall Festival. Bear Bucks are a positive reinforcement tool that students earn and redeem for prizes and youth leadership has been effective during unstructured time and buddy class time; older students model the BEAR Behaviors for younger students. The school communicates at least weekly with families through ParentSquare and there are monthly events for the school community to gather and enjoy time together including Exhibitions of Learning for PBL. The school celebrated Indigenous Peoples Month with an assembly and two staff members, the Principal, and one tribal leader are collaborating and creating a partnership to form a Culture Committee that aims to integrate Pomo curriculum into the school day as soon as next year. The staff has engaged in inclusivity training to become a Welcoming Schools school and earn the certification that comes with completing the training. Finally, the school now employs a Community Schools Director who engages with families and creates community partnerships to meet the needs of our school community. Met 30JUN2023 2023 23656152330413 Redwood Collegiate Academy 6 According to the 2022-2023 student survey, 84% of students feel they were successful this year, 92% feel that the school staff supports and values their efforts, 77% feel that kindness and honesty are encouraged by their teachers and peers, 71% feel that they can talk to staff about their needs, and 89% 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 13JUN2023 2023 23656152330454 Sequoia Career Academy 6 According to the 2022-2023 student survey, 90% of students feel they were successful this year, 87% feel that help is available to them, 83% said they are happy at this schools, 85% feel that they can talk to staff about their needs, and 85% feel safe at school. When asked what they tell their friends about the school, they responded with a “a really great school,” “the best school I’ve ever been to,” “my favorite school,” “a great school,” “an amazing school with great help and amazing staff that you can talk to,” “a place full of cool teachers,” “the best school in Ukiah,” and “the best school on earth.” Based on student and parent feedback, the school intends to increase communication with student families regarding upcoming events and activities. In addition, the school will continue to: utilize SEL curriculum, offer community building activities, organize field trips, and continue to develop a multi-tiered system of support to provide the interventions necessary with fidelity. Met 13JUN2023 2023 23656156117386 Tree of Life Charter 6 School Climate Data: A student survey was filled out by all students at Tree of Life Charter in May of 2023. This survey is given at the end of each school year. In May of 2023, 100% of the primary class said they like their school. 95% of 1st-6th graders felt that always or usually the staff treated them respectfully and 82% of 1st-6th graders felt that other students always or usually treated them respectfully. This was an increase from the previous year. 91% of 1st-6th graders felt always or usually emotionally safe at school. This was also an increase from the previous year. In the parent survey, 93.8% reported that their child feels safe at school. The data from the DESSA (Devereux Student Strength Assessment) is not available at this time. There is still work to be done if not 100% of students are always or usually feeling safe and respected. Tree of Life uses nonviolent communication methods and restorative justice practices. Staff have asked for more training in these practices. The school has plans to do more training in both during the 2023-24 school year. The staff will be completing the MTSS (multitiered systems of support) training in September of 2023. There was a priority in student mental health through the hiring of a school psychologist to meet with all classes and individual students who demonstrated the need. This will remain a priority as it probably contributed to student social/emotional growth this past year, although the funding for the school psychologist is from one-time funds and will run out. The entire teaching staff is also attending a Montessori training conference in November 2023 where there will be workshops on supporting student mental health. New actions to reduce chronic absenteeism through improving school climate are: 1. Community Schools Planning Grant: Tree of Life is receiving the Community School Partnership Program Planning grant. Planning will begin soon and will include plans for improving the school's chronic absenteeism rate. 2. sending out friendly attendance postcards made by the students 3. text messages alerting parents of their child's attendance records and 4. more training in restorative justice practices and nonviolent communication for staff. Met 21JUN2023 2023 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 results of the surveys indicate school to home communication has significantly improved, school rules have not been applied more consistently, and the district buildings need to be maintained much more effectively and with purpose in mind. The grounds of the schools have improved. Staff indicated that behavioral interventions and supports have been enhanced, that staff collaboration time has increased, and that they feel more a part of the decision making process. Our students continue to indicate 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 have reiterated the benefit to the district's music and visual arts programs. WUSD will increase communication through the use of an additional bilingual parent liaison and messaging. We are continuing to implement a facilities master plan to improve our buildings and grounds. We will also continue to address social and emotional learning in our all of curricular and activity based areas. Met 21JUN2023 2023 23656230112300 La Vida Charter 6 The school received a 9.2 out of 10 overall rating and a 9.58 as a positive and supportive and 9.58 that the staff is responsive . environment. Questions on both the parent and student surveys ask if there are areas on the campus that students don't feel safe. The responses are overwhelming that they feel safe. La Vida's strength is it's positive climate and it is often described as a sweet place. Note there are consistently zero suspension and expulsions. Met 28JUN2023 2023 23656230125658 Willits Elementary Charter 6 Students in all grades (K-5) were given surveys about their experiences at school. The surveys are based on the California Healthy Kids Survey questions. One focus that emerges from the data is that students need to feel more control over their own learning. The survey shows that 80% do not feel they have control over their learning, despite efforts to have students leading projects. The projects are seen separately from learning and so we as a school need to focus more on student autonomy and choice in learning. 94% of K-2 students feel safe at school, with 61% feeling very safe. 93% of K-2 students feel their teacher is very easy to talk to and 77% feel they are easy to talk to. 96% feel that there are adults to talk to for help when needed 85% of grade 3-5 feel safe at school most or all of the time. 77% feel that adults at school care about them most or all of the time. 45% feel that students stop bullying when they see it either most or all of the time. Met We will continue our focus on creating a welcoming community, which encourages students to accept responsibility for their own behavior and learning, while being empathetic to others' learning needs. We are working on creating more community events that bring families together for fun things. 27JUN2023 2023 23656232330363 Willits Charter 6 "Key learnings from the Spring 2023 Student Survey are that WCS students overwhelmingly like going to WCS (only 13% of students disagreed with this statement). Furthermore, students feel safe and connected. Fewer than 10% of students reported not having good friends at WCS. 87% did not disagree with the statement ""The teachers and staff care about my education."" 86% did not disagree with the statement, ""The teachers and staff at WCS care about me as a person."" 92% did not disagree with the statement ""The teachers and staff at WCS treat students fairly and with respect."" 87% did not disagree with the statement ""WCS has fair and clear consequences for breaking rules."" 44% had a neutral opinion of the cleanliness or our campus, while 37% agreed or strongly agreed with the statement ""WCS has a clean and orderly environment."" 92% of students did not disagree with the statement ""WCS is a safe place to go to school."" The majority of students (55.4%) agreed or strongly agreed that ""WCS has people on staff I can turn to if I need to talk to someone"" while 27% neither agreed nor disagreed with this statement." Met 27JUN2023 2023 23738660000000 Potter Valley Community Unified 6 As an administrative committee we met to review and analyze some of the specific data collected in the 2022 California Healthy Kids Survey administered in the Junior and Senior High School. Our committee focused on the student self reporting related to specific questions in the social emotional (SEL) and school safety areas. We looked at the data from this last years survey and will compare this information to the future administrations of the survey, especially in 2023. These questions generally focused on student optimism, life satisfaction and perceptions of safety at school. The committee reviewing the data determined that our areas of strength are: -low in physical harm -little worry about violence and weapons -9th grade high life satisfaction with friendships / family life / where they live -low amount of thought of self harm The committee reviewing the data determined that our areas of growth, challenges, and barriers are: -challenges lies, rumors, insults, making fun of -concerns about gender concerns, orientation concerns The committee determined that the revisions, decisions, or actions has, or will, the LEA implement are: -listening circles with students -tolerance education / sensitivity education -increase of presentation / counseling services 3rd party The focus questions are below with the percentage of positive response from students: Optimism (Question # 7.3) 43% 8th Grade 46% 9th Grade Life satisfaction (Question # 7.4) 56% 8th Grade 68% 9th Grade Social emotional distress (Question # 7.5) 29% 8th Grade 23% 9th Grade Perceived safety at school (Question # 8.1) feel 'unsafe' at school 6% 8th Grade 4% 9th Grade School violence victimization (Question # 8.3) Average reporting 1 or more times - physical or emotional 48% 8th Grade 30% 9th Grade Met 29JUN2023 2023 23739160000000 Laytonville Unified 6 The California Healthy Kids Survey was administered to all students during the Spring of 2022. Results are not yet available as of June 2022. As soon as results are received this prompt will be addressed more fully and reported to the board. School Safety School Connectedness Key learnings: Disaggregated results show: Actions to address key learning and results include: Met 22JUN2023 2023 23752180000000 Leggett Valley Unified 6 1. Data collected through school site-created surveys reflect that students generally feel safe and connected to their schools. Some concerns over “bullying” in the younger grades at Leggett Valley Elementary were raised but overall students expressed feeling safe. 2. We are too small for disaggregated results. 3. The LEA will administer the CHKS next year to get more specific and disaggregated data relating to school safety and connectedness. The schools are continuing to work on intervention strategies, Multi Tiered Systems of Support and Restorative Practices. Met 21JUN2023 2023 24102490000000 Merced County Office of Education 6 DATA: The LEA administered the annual school climate student survey in the spring of 2023. The survey provides a measure of perceptions of school safety, preparedness, and connectedness. Of the 125 surveys received, the highest ratings were: +students feel safe on campus and/or in their online learning classroom (91%) +students believe that being prepared for high school, college and the world of work is important (90%) +students usually expect to have a good day in school (86%) The lowest positive ratings were: +having at least one school friend to talk to during a difficult day (65% - increased 1% from the previous year) +when feeling upset, frustrated, or angry, having an adult at school to talk to (69% - decreased 4% 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. These relationships need to be developed deeper as we have several students who voice that there is not an adult at school they feel they can talk to when they feel upset, frustrated, or angry. We want each and every student to feel that they can go to at least one adult on campus. 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. We had an increase of field trips offered this school year. 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 and learn strategies as an alternative to suspension. This system focuses on and rewards positive behaviors and helps build a stronger school climate. Our Leadership team and staff at the school sites will continue work in Multi-Tiered Systems of Support this next year to continue identifying the needs of our students and implement proper support. Met 20JUN2023 2023 24102490106518 Merced Scholars Charter 6 DATA: The student survey provides a measure of student perceptions of school climate in safety, connectedness, and academic motivation and opportunities. Spring 2023 survey results: overall, 86.86% of the student responses positively rated the school. The four main areas of measure are students feeling safe in school (in person or virtually) (98.78%), feeling supported by school staff (93.90%), believing teachers and staff truly care about them (97.56%), and having an available adult at school to talk to when feeling upset or frustrated (78.05%). The results of other areas within the survey: being prepared for college and career (91.46%), looking forward to participating in school (89.02%), trusting their ability to solve difficult problems (84.15%), and expecting to have a good day when doing schoolwork (82.93%). All these areas showed positive results. However, an area still of concern is students having at least one school friend they can talk to when having a difficult day (65.85%). This area continues to have the lowest rating, but has increased by 4% from the previous year. MEANING: Overall, the relationships that staff have built and continue to develop with students reflect in the student’s positive view of the school. Despite the large amount of growth experienced by the school and the addition of an entirely new program, the school’s positive climate continues to be a strength. The relationship-building and positive interaction between staff, students, and families continues to be strengths, but also a focus of the school. MSCS continues to seek 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. The spring survey continues to highlight a major area of concern with students having at least one school friend whom they can talk to when having a difficult day. Only 65.85% of students stated that they had at least one school friend they could reach out to. Yet, this is an improvement over the previous year. Further, the measure of having an available adult at school to talk to when feeling upset or frustrated was only 78.05%, but this is still higher than the state or national average. The importance of addressing the needs of the whole student is why MSCS continues to place high importance on this area of student development. USE: The school has implemented several supports to address the identified area of concern as well as continuing to improve the overall school climate by offering: professional development, whole child approach, youth engagement specialists, family liaisons, enrichment activities, on-site support classes, and the dual language program. For H/S, preparing students for postsecondary options continues to be a priority. Students have opportunities to set goals, plan, and develop career and life skills. Met 20JUN2023 2023 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 2022 and the spring of 2023. The following data is from the spring 2023 surveys. Overall, 91.11% 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) (97.78%), feeling supported by school staff (95.56%), believing teachers and staff truly care about them (97.78%), and having an available adult at school to talk to when feeling upset or frustrated (93.33%) The results of the other areas of the surveys were as follows: the importance of being prepared for college and career (93.33%), looking forward to participating in school (95.56%), trusting their ability to solve difficult problems (91.11%), and expecting to have a good day when doing schoolwork (93.33%). 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 (62.22%). This area is and continues to have the lowest rating of all school climate ratings. MEANING: Overall, students feel very connected with the school. 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 on 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 with 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 support – academic and basic needs - to improve student outcomes. The school will look at ways to provide greater support with the funding for these specific actions in the LCAP. Met 20JUN2023 2023 24656310000000 Atwater Elementary 6 In the fall of 2022 and spring of 2023 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 survey was designed to elicit responses related to feelings of school engagement and support, school safety, disciplinary environment, school connectedness, and feelings regarding LCAP actions and strategies. The following was found through this survey: Students: 67.2% of students feel proud of their school and connected to teachers and other students. 61.4% of students feel that their school is a safe and secure learning environment. 69.9% of students feel they have the ability to participate in school activities and teachers ask them about their ideas to help solve school problems. 66.5% of students feel that teachers and other school staff are caring and supportive. 22.5% of students feel that students at the school are well behaved. 39.5% of students feel they are treated fairly when they break the rules. 70.1% of students feel that teachers and other grown-ups make it clear that bullying is not allowed. 73.4% 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. Parents: 78.1% of parents feel that AESD provides a safe and secure learning environment. 75.9% of parents feel that AESD encourages parent involvement and participation at the site and district level. 76.8% of parents feel that AESD provides multiple communications to keep stakeholders involved with transparent, accurate, and timely information. 71.2% of parents feel that AESD provides opportunities for parents and the community to provide meaningful input in decisions affecting the school community. 66.2% of parents feel that AESD emphasizes helping students with social, emotional, and behavioral problems. Staff: 88.9% of staff feel that AESD provides a safe and secure learning environment. 83.4% of staff feel that AESD develops students who are prepared for junior high and high school. 78.8% of staff feel that AESD provides multiple communications to keep stakeholders involved with transparent, accurate, and timely information. 63.4% of staff feel they have opportunities to provide meaningful input in decisions affecting the school community. 78.5% of staff feel that AESD emphasizes helping students with social, emotional, and behavioral problems. Met In the area of school safety, and in response to climate and culture surveys, 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, AESD has implemented regular electronic check ins for students to voice concerns for themselves or about others. We also maintain a school psychologist and counselor at each school. Also, 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 commitment to Restorative Justice 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 will increase feelings of participation and connectedness. Parent survey responses show that parent involvement is an area that is starting to increase after the pandemic. All sites are creating ways to keep parents involved and we will continue to have more in person parent events on and off campus. AESD will also be performing more outreach regarding student mental health resources. 27JUN2023 2023 24656490000000 Ballico-Cressey Elementary 6 Ballico-Cressey Elementary has all of the students in each grade level complete a survey about how they feel about our school climate. This survey has them share how they feel about school safety, support from teachers/staff, and express any concerns they have about their school. The survey also provides them the opportunity to make suggestions on how school climate and safety can be improved. Overall, the survey showed that students feel safe at school. The strength that the survey showed is that students feel safe and supported by their teachers and school staff. Many students expressed how they feel that the adults on campus are people they feel comfortable to talk to when they have a problem. Overall, our school climate showed to be very positive based on the results from the survey. Some areas of improvement/growth is to continue to work on how to keep our restrooms as safe as possible. Some actions that we have implemented is having an adult assigned outside the restrooms (in the hallways outside of the restrooms) to supervise the amount of students that enter at one time. This has helped deter behavior problems in the restroom. Met 22JUN2023 2023 24656496025381 Ballico-Cressey Community Charter 6 Ballico-Cressey Community Charter has all of the students in each grade level complete a survey about how they feel about our school climate. This survey has them share how they feel about school safety, support from teachers/staff, and express any concerns they have about their school. The survey also provides them the opportunity to make suggestions on how school climate and safety can be improved. Overall, the survey showed that students feel safe at school. The strength that the survey showed is that students feel safe and supported by their teachers and school staff. Many students expressed how they feel that the adults on campus are people they feel comfortable to talk to when they have a problem. Overall, our school climate showed to be very positive based on the results from the survey. Some areas of improvement/growth is to continue to work on how to keep our restrooms as safe as possible. Some actions that we have implemented is having an adult assigned outside the restrooms (in the hallways outside of the restrooms) to supervise the amount of students that enter at one time. This has helped deter behavior problems in the restroom. Met 22JUN2023 2023 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 continue 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 positive effect on the atmosphere of the school as far as connectedness. School Safety - remains at 98% or higher positive responses for safety and connectedness: I feel safe in my classroom I feel safe outside my classroom (hallways and playground) My school disciplines students fairly Students treat one another with respect Adverse behaviors such as unfair/biased discipline, fighting, disruptions, gang activity, etc. is less than 20% and in many cases reported that it doesn't exist. Do students get harassed or bullied at school Do students often physically fight at school Is there racial/ethnic conflict among students at school Is there gang related activity at school Is there vandalism (including graffiti) at school Connectedness is among our primary areas of focus for students and their families. The strong level of connectedness is reflected with 98% or higher based on the following prompts: I feel that I belong (am liked) at school I feel important in my classroom I like my school 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 bringing Positive Behavior Expectations universally among all staff, students and families while participating at and with school. Met 27JUN2023 2023 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 2022-223 school year: -5th grade: CHKS ""feel safe at school"" 82%, ""caring adult at school"" 85%, ""feel part of the school"" 73% -7th grade: CHKS ""feel safe at school"" 53%, ""caring adult at school"" 54%, ""feel part of the school"" 61% -9th grade: CHKS ""feel safe at school"" 61%, ""caring adult at school"" 49%, ""feel part of the school"" 48% -11th grade: CHKS ""feel safe at school"" 60%, ""caring adult at school"" 54%, ""feel part of the school"" 46% -Alternative Schools: CHKS ""feel safe at school"" 64%, ""caring adult at school"" 56%, ""feel part of the school"" 46% 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 responded favorably to ""I feel welcome at school"" (92%), and ""teachers and staff care about my well-being"" (92%) -6th-8th grades: Students responded favorably to ""I feel welcome at school"" 83%, and ""teachers and staff care about my well-being"" (85%) -9th-12th grades: Students responded favorably to ""I feel welcome at school"" (84%), and ""teachers and staff care about my well-being"" (85%) 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 28JUN2023 2023 24657220000000 Le Grand Union Elementary 6 The ESE Climate Survey was administered to grades 5-8 by the LEA during the spring of 2023. 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. 67.6% 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. 46.45% of students say they feel safe at school. Met 07JUN2023 2023 24657300000000 Le Grand Union High 6 The ESE Climate Survey was administered to grades 9-12 by the LEA during the spring of 2023. 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. 58% 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. 67% of students say they feel safe at school. Met 28JUN2023 2023 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. Met 15JUN2023 2023 24657550000000 Los Banos Unified 6 The 2023 LCAP survey revealed several strengths. Overall, a majority 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. 84% of student respondents agree that their teachers treat them fairly. Most students feel supported and encouraged by their teachers. Students have positive relationships with adults at their school. Parents expressed satisfaction with student support. 86% of parents indicated that their students are provided access to grade aligned curriculum. 77% of teachers noted that they meet at least 30 minutes a week in PLC teams. Finally, most parents and student 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. On the 2022-23 California Healthy Kids Survey (CHKS), students expressed concerns with safety at school. High school student perceptions of safety decreased from prior years to only 38% of high school students perceived their school to be safe or very safe. The 2022 dashboard revealed that since the pandemic, students from various subgroups - SWD, african-american, foster youth, and socio-economically disadvantaged youth - are being suspended at a greater percentage that their peers. In addition, a high percentage (33% of 7th graders and 43% of 11th graders) indicated that they experienced chronic sadness or hopelessness during the previous 12 months. 16% of 7th, 22% of 9th graders and 20% of 11th graders indicated that they considered suicide during the previous 12 months. Chronic absenteeism among all student subgroups increased to 48%. The 2023 LCAP survey revealed additional areas of need. Staff perceptions of parent involvement in students' education improved from 33% to 44%, but still feel very short of parent perceptions.. Parent respondents have an overall positive view of parental involvement. Most parents feel welcome at their child’s school and feel the school environment is welcoming. Most parents indicate that they participate in parent opportunities at their child’s school. Staff respondents to the LCAP survey did not feel the same way towards parent involvement as the parents. Staff do not consider the quantity and quality of parental involvement sufficient. Staff indicate dissatisfaction with the amount of time parents communicate with staff, with parents’ support in dealing with students’ behavioral issues and with parental involvement in the school overall. This disconnect between the perceptions of parents and staff with regard to parent involvement at school indicates a need to increase opportunities for parent involvement as well as providing education to parents with regard to the type of involvement necessary to support their child’s learning. LBUSD began work last year on implementing PBIS systems. LBUSD hired additional counselors. Met In response to the results of this indicator and as part of the LBUSD cycle of continuous improvement, LBUSD has taken and is taking the following actions. LBUSD began work last year on implementing PBIS systems of support across school sites and will continue to implement these practices this year. 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 guidance, direction, and administer groups to students struggling with a variety of mental and social issues. The district will hire additional behavior specialists to support students and teachers in addressing student behavior. In addition, LBUSD has contracted with local agencies for clinicians to provide mental health support. To better support student social emotional well-being, LBUSD is using COVID relief fund and LCFF funds to provide additional wellness counselors, counselors, and mental-health clinicians at all sites. 15JUN2023 2023 24657630000000 McSwain Union Elementary 6 The district administered the Measurable Results Assessment survey which is aligned with the district’s “Leader in Me” program and includes responses from students, staff members, and families. o Staff Leadership scores were in the satisfactory to effective ranges. Significant improvement, including taking personal responsibility and building sustained relationships, was identified in this area with an improvement of scores of approximately 12.4%. o Student Leadership scores were solidly in the satisfactory range. The strengths included students taking responsibility for their actions and supporting each other. Improvement over last year was found in every category, with an average growth in the scores of approximately 7.7%. o Family & Community Engagement scores ranged from effective to needs improvement. The scores were in the satisfactory to effective ranges. The greatest strength indicated was that teachers feel like most student families engage as partners in their child’s learning. The greatest improvement included the student’s families being more satisfied with the way school includes them, and the school engaging the community through collaborative partnerships, with an average growth in the scores of approximately 8.7%. o Supportive Staff Environment scores ranged from satisfactory to effective. The strengths include teachers believing that their collective actions can positively impact students and help them succeed. They also indicated that they are provided opportunities to use voice and choice in decisions that are important to them. o Supportive Student Environment scores were nearly all in the satisfactory range. The 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. The average growth in the scores was approximately 6.5%. o Empowering Teacher scores range from satisfactory to needs improvement. Teachers empowering students to play a proactive role in applying their knowledge and skill to accelerate and deepen their learning, and building confidence in their ability to use evidence-based instructional practice to amplify students’’ capacity to learn. The average growth in the scores was approximately 6.5%. o Empowered Teachers scores were in the needs satisfactory range and the average growth in the scores was approximately 11.6%. o Goal Achievement scores were in the satisfactory range and the average growth in the scores was approximately 14.6%. Met 27JUN2023 2023 24657710000000 Merced City Elementary 6 The District offered its annual Equity Survey in the Spring of 2023. Respondents included 6th-8th grade Merced City School District students, parents/guardians of an MCSD student, staff members, and/or community members affiliated with MCSD. Sites offered time for students to take this anonymous, voluntary survey during the school day, and employees were offered time during their workday to participate, as well. Parents were notified via ParentSquare messaging with embedded links, and stakeholders were offered time at 4 locations to take part, too. This year more than three-quarters of respondents agree that MCSD supports people of all different cultures, disability statuses, languages, and races/ethnicities. Many respondents also agree that MCSD supports people of all religions (72%), though less than two-thirds agree that MCSD supports all sexual orientations (63%), gender identities/expressions (63%), or socioeconomic backgrounds (60%). Perceived support for some areas has increased since last year. Last year only about half of respondents agreed that MCSD supported all different sexual orientations (53%). Parents agree less than staff members that MCSD is supportive of all different sexual orientations (47% vs. 75%), gender identities/expressions (48% vs. 73%), and socioeconomic backgrounds (67% vs. 82%). Only about half of students (56%) agree that MCSD supports people from all different socioeconomic backgrounds. There are a few differences between school levels this year, as well, with more elementary than middle school respondents agreeing, on average, that MCSD schools are supportive to all people across backgrounds. For example, while nearly two-thirds of elementary school respondents agree that MCSD supports people from all different socioeconomic backgrounds (64%), only about half of middle school respondents say the same (51%). The District will focus on reducing instances of bullying and harassment and promoting school safety. MCSD may leverage this perspective and understanding to help students demonstrate more respectful behavior toward each other and their school environments. MCSD may also consider implementing additional bullying prevention measures and focusing on messaging that helps promote safety. The District will also support students’ and families’ feelings of inclusion, especially at the middle school level. MCSD will aim to help teachers and staff strengthen the links between students’ home and school lives; demonstrating relevance and fostering connections between school and students’ personal lives strengthens both academic and social-emotional outcomes. Lastly, MCSD will work to foster connections among students and demonstrate the value of having meaningful conversations about diversity. Results indicate students and staff express differing opinions on the extent to which teachers are engaging students in such conversations. MCSD will continue to support staff in their efforts to educate through an equity lens. Met 13JUN2023 2023 24657890000000 Merced Union High 6 "Safe school environments and climate are 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 that students can participate and exceed in. Each year, students, faculty, and parents in MUHSD take the California Healthy Kids Survey (CHKS). MUHSD surveys all 9th, 11th and alternative education students annually. In addition, student voice has been collected during district and site surveys, WASC and LCAP 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 47% of students reported feeling connected to school. In regards to academic motivation and students being motivated to complete their schoolwork, 58% of all students surveyed strongly agreed or agreed. 45% reported feeling ""safe or very safe"" at school in 2022, compared to ratings of 50% in 2021. 39% reported experiencing chronic sadness or hopelessness in the past 12 months compared to 38% in 2021. 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. MUHSD staff members have been making progress towards student-centered classrooms and schools that are developed primarily on creating and building healthy relationships. For the future, the district will focus closely on gathering student responses with a specific emphasis on school safety, social-emotional learning, and student connectedness to school." Met 07JUN2023 2023 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 87% of the students surveyed said they felt safe while at school and 85% 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 100% 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 08JUN2023 2023 24658210000000 Planada Elementary 6 The ESE Climate Survey was administered to grades 5-8 by the LEA during the spring of 2023. 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. 67.19% 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. 76.29% of students say they feel safe at school. Met 29JUN2023 2023 24658390000000 Snelling-Merced Falls Union Elementary 6 For the 2022-2023 Snelling School experienced several successes. Our sports program was back in full performance and students were engaged in sports throughout the school year that included football, volleyball, soccer, basketball and track. Our annual track meet was a success for small schools in both Merced and Mariposa Counties. Also, we increased our performing arts theater program by hosting three theatrical performances throughout the year, including a theatrical play that was held for the community that was written by students, directed by students, and involved grades 2nd-8th. Students also enjoyed attending the Modesto Gallo Center Ballet Performances of Peter Pan in grades TK-3rd and the The Nutcracker in grades 4th-8th. We were able to increase field trips and activities in our after school program, as well as increase attendance to our after school program. We hosted a family LCAP night to get parents back on campus for in-person feedback rather than online surveys in an effort to increase stakeholder input. Also, Jack L. Boyd summer camp was offered to students in grades 6th-8th paid for by Snelling School to ensure that all students had the opportunity to attend regardless of financial status. Summer school was held for students in TK-5th grades for a four week program with an emphasis in reading and math. Lastly, we saw engagement from students when a community member came in to read to all classrooms one day a month. According the California Dashboard Snelling School's identified needs for the 2022 school year are in ELA, math and attendance. Snelling School will address these shortcomings by bringing in tutors for all grades five days a week to target math and reading for Tier II identified students. We will also conitnue to offer extended learning opportunities for all students regardless of demographics in the way of summer school and summer camp, if offered in the 2023-2024 school year. Despite trying to address our high absenteeism with quarterly assemblies and rewards, we did not see a significant improvement and will continue to try to bring awareness and an incentive program to motivate and educate families about the importance of attending school everyday. Met 13JUN2023 2023 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 91% of parents supporting ""school connectedness"" and 87% of parents reporting “My child feels safe at school”." Met 29JUN2023 2023 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 26JUN2023 2023 24736190000000 Gustine Unified 6 Data: Overall Connectedness: 67% (up 1% from the previous school year). Grades 4-5 = 62%; 6-8 = 45%; 9-12= 56% Overall Safety: 49% (down 4% from the previous school year). Grades 4-5 = 64%; 6-8 = 45%; 9-12 = 46% Meaning: Decreases in safety levels and the lowest feelings of being safe are in grades 7 (34%), 8 (32%), 10 (31%), and 11 (36%). The specific reasons given by the students are lockdowns and lockdown drills, bullying, and fights. The district has refined the survey to ask specific questions to get to the root of the causes of feeling unsafe. Some challenges are to decrease fighting in schools. There was a decrease in suspensions and expulsions. Use: PBIS is being utililized at all school sites. Restorative practices have been added to the middle and high school levels to decrease suspensions and reduce fighting. Mental health clinicians and the BCBA supplement the support given by the counselors. Motivational speakers and additional activities to decrease bullying have been added at the sites. Success 101 was implemented for 9th grade students to improve the transition from middle to high school as well as prepare students to be college and career ready. Met 28JUN2023 2023 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 Positive Behavior Interventions and Supports (PBIS). The district is on pace to reach 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 19JUN2023 2023 24753170000000 Dos Palos Oro Loma Joint Unified 6 1. The parent, student, and staff connectedness has increased but still has room for improvement. 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. 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 27JUN2023 2023 24753660000000 Delhi Unified 6 For the 2022-23 Delhi USD created a Metrics That Matters Most: Climate/Culture Benchmark Data. This survey was given to parents, students, teachers, and staff and covered 5 major areas. These were the student questions and the overall average (survey was given three times during the year to students in grades 4-12): • Majority of students respond AGREE/STRONGLY AGREE to the statement- “I like coming to my school because it feels welcomed and safe.” (1C). The DUSD goal was 80%, the overall results were 80%. Therefore, this goal was met. • Majority of students respond AGREE/STRONGLY AGREE to the statement- “Adults at this school care about me and my learning.” (1C,3C). DUSD goal was 80%, the overall results were 89%. Therefore, the goal was exceeded. • Majority of students respond AGREE/STRONGLY AGREE to the statement- “ My teacher(s) work well with me and other students” (1C). DUSD goal was 80%, the overall results were 89%. Therefore, the goal was exceeded. • Majority of students respond AGREE/STRONGLY AGREE to the statement- “I receive regular feedback from my teachers that supports improvement of my learning and growth.” (1C,3C,4C). DUSD goal was 80%, the overall results were 84%. Therefore, the goal was exceeded. • Majority of students respond AGREE/STRONGLY AGREE to the statement- “My teachers really know who I am and what I need to be successful.” DUSD goal was 80%, the overall results were 73%. Therefore, the goal was not met. When the data was analyzed by grade level span, it was found that the high school scored less than the overall scores for the district. These are the scores for students in grades 9-12. • Majority of students respond AGREE/STRONGLY AGREE to the statement- “I like coming to my school because it feels welcomed and safe.” (1C). The DUSD goal was 80%, the overall results were 76%. Therefore, this goal was not met. • Majority of students respond AGREE/STRONGLY AGREE to the statement- “Adults at this school care about me and my learning.” (1C,3C). DUSD goal was 80%, the overall results were 81%. Therefore, the goal was exceeded. • Majority of students respond AGREE/STRONGLY AGREE to the statement- “ My teacher(s) work well with me and other students” (1C). DUSD goal was 80%, the overall results were 81.3%. Therefore, the goal was exceeded. • Majority of students respond AGREE/STRONGLY AGREE to the statement- “I receive regular feedback from my teachers that supports improvement of my learning and growth.” (1C,3C,4C). DUSD goal was 80%, the overall results were 70%. Therefore, this goal was not met. • Majority of students respond AGREE/STRONGLY AGREE to the statement- “My teachers really know who I am and what I need to be successful.” DUSD goal was 80%, the overall results were 52.7%. Therefore, this goal was not met. Met Key learnings from the survey results show that the overall strengths are that students like coming to school because they feel welcomed and safe. Another strength is that students believe that the adults at their school care about them and their learning. Last, overall students believe that teachers work well with them and others, and that they receive regular feedback from their teachers. An area of growth for the district is around whether students feel that their teacher(s) really know who they are and what they need to be successful. The LEA/district plans to conduct Empathy Interviews with all students, specifically with students in grades 9-12 to learn about what is the root cause to why they don't feel welcomed and safe, don't feel that their teacher(s) give them regular feedback, and don't feel that their teacher(s) know who they really are and what they need to be successful. After Empathy Interviews are conducted, site and district administration will analyze data to identify trends and possible solutions. 13JUN2023 2023 25102560000000 Modoc County Office of Education 6 MCOE does not operate a school making this priority Non-applicable. Met 30MAY2023 2023 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 27JUN2023 2023 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. We are evaluating positions due to our staffing shortage. We will be adding classified Teaching Associate positions to help offset the lack of certificated staff. The biggest problem in the elementary grades is the lack of personnel. We have attended numerous job fairs throughout the western United States and have not gotten any qualified applicants. Our school nurse has completed her Family Nurse Practitioner training in order to better serve staff and students. Additional counseling supports have been added by Modoc County Behavioral Health. 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. A School social worker has been added as has school counselor time. Met 13JUN2023 2023 25735930000000 Tulelake Basin Joint Unified 6 "In 2021-2022, seventh, ninth and eleventh grade students at Tulelake High School were given the Core California Healthy Kids Survey. 56% of seventh grade students either ""agreed"" or ""strongly agreed"" with feeling connected to the school. This is a significant improvement of 24% from the previous survey year. 57% of ninth graders feel connected while 26% of eleventh graders feel connected. This data was pulled from five survey questions that asked students to measure, using a scale, whether they felt close to students and/or teachers at the school, whether they felt safe at school and whether they felt as though they are treated fairly by staff at school. As an action, administration has continued to measure school climate through the use of Kelvin pulses throughout the school year to better monitor student perceptions." Met 31MAY2023 2023 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 29JUN2023 2023 26102640124990 Urban Corps of San Diego County Charter 6 DATA: The UCCS local climate survey indicated that students felt a strong sense of belonging and community at school. This data encompasses our mainstream and English learner students. Students also reported positive feedback about their ability to feel supported and cared for by school staff. MEANING: Data from the local climate survey indicates that UCCS is able to foster positive, supportive relationships among its diverse student population and staff. Areas for growth include collecting both qualitative and quantitative data to better measure potential areas for growth. USE: Although building community was indicated as a strength, UCCS is committed to growing and improving connections with our newcomer students by improving interpreting and translation services. With a strong sense of community, UCCS is still committed to expanding professional development opportunities to enhance staff empathy and cultural competence. Additionally, UCCS will continue to improve and expand on decision-making opportunities for stakeholders through the use of focus groups. Not Met For Two or More Years 20OCT2023 2023 26736680000000 Eastern Sierra Unified 6 ESUSD administers the California Healthy Survey on each of the required years. This past school year, ESUSD administered a student survey, a parent survey and a staff survey. The student survey sought safety information, food preferences, academic measurement, and more. Overall, ESUSD students feel safe at school and feel that they are cared for. Our survey determined the foods that students like best and this information was shared with our school cooks. The survey also found that students would like to keep our SEL program, but continue to add elective classes if possible. Our parent survey determined that parents felt that their children are safe while at our schools. Parents felt that student needs were being met academically and that district efforts are being made to continue to create more positive experiences for students. The staff survey showed that most staff feel cared for and appreciated. Staff asked for more whole-district gatherings. ESUSD has provided two of these so far this school year (23/24). Met 21JUN2023 2023 26736920000000 Mammoth Unified 6 MUSD has made progress in supporting our students in SEL and overall well-being in the CHKS student data, demonstrating that four significant student indicators chosen for monitoring in the district's strategic plan all increased from the 2017 survey. Met 15JUN2023 2023 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 a higher than average number of students surveyed report to be 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. Met 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 over 75% 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 understanding their needs. Students report that school personnel promote a culture of respect and fairness. They also feel that teachers provide a rigorous curriculum and the support to complete it. That peer relationships are welcoming and collaborative. 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. 28JUN2023 2023 27102720112177 Monterey Bay Charter 6 Local Climate Survey Summary MBCS surveys students in grades three-eight 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 98% 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 100% felt welcomed by their teachers. 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 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. Met The key focus goal of the MTSS 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. 20JUN2023 2023 27102720116491 Open Door Charter 6 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. Last year there was minimal participation in the survey leading to no verifiable data. The students that did submit the survey reported a solid connection to the school and their teachers. The data available reflects the teacher’s commitment to establishing strong relationships with the students. Students surveyed felt that teachers had a genuine understanding of their needs and supported them. Anecdotally, students reported that teachers understood their goals and supported them in completing their high school education and transitions to college and career. Students reported that the independent study model allowed them the flexibility (as most are working adults) to complete their high school education with the support of understanding and collaborative educators. 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 as scheduling (evening or weekend). Despite this most students feel that the school provides a welcoming and supportive environment. Met 28JUN2023 2023 27102720124297 Bay View Academy 6 The Student Wellness Survey was administered in August, in October, and in March. Student survey responses were shared with grade level teaching teams, leadership and the Board of Directors. Collaboration time was provided for classroom teachers, counselors, enrichment, and supporting staff to discuss student results and to help implement actionable steps in response to the student survey results. Morning Meetings and Circles were developed over a one week period after receiving and reviewing student responses with the goal of improving classroom culture and agreements. All grade levels responded according to their varied grade level needs. Providing the opportunity for students to share their feelings, opinions, and feedback in a structured format allowed staff to then appropriately respond with actionable steps to meet the needs of all students. The California dashboard indicated that chronic absenteeism for our students with disabilities is an area of needed focus. In order to address the concerns regarding chronic absenteeism of our students with disabilities our Special Education team held four affinity group meetings for parents of students who are eligible for special education services. Additionally, we formed an attendance team comprised of our Student Information Manager and Counselors to conduct frequent family contacts to identify areas that we can provide more support in, ensuring consistent attendance for our students. This will continue to be an area of focus for the next year as we expand our practices and supports around family education and attendance and formalize our attendance plan detailing how families and students will be supported in maintaining regular attendance. Additionally the California dashboard showed a decrease in CAASSP scores for all populations in both language arts and mathematics. In response to the decrease in CAASPP scores, we administered additional interim assessment benchmarks throughout the year to ensure that adequate progress was being made and tier 2 intervention services were being provided in a timely manner. We held several teacher workshops for vertical articulation of writing standards and writing conventions. Formative assessments for conventions of writing and rubrics were developed by our thematic unit coaches and teachers and direct instruction of promise standards were outlined for the school year. Additionally, many grade levels chose to give the interim assessment Benchmark for writing and editing which provided formative data to guide instruction and target the areas students needed the most support in. Met 14JUN2023 2023 27102722730232 Monterey County Home Charter 6 Monterey County Home Charter School annually administers our local survey to capture staff, student, and family perspectives and opinions about school climate, engagement, and access to resources. In response to creating a safe and healthy campus, 84% of responses indicated the school community agreed MCHCS creates a safe learning environment, 90% agreed MCHCS provides engaging instruction, 72% agreed MCHCS provides active engagement that impacts school practices and policies. This data reflects MCHCS's commitment to strong relationships with students and families and the positive impact of independent study. Identified areas of improvement include access to additional mental health resources and the need for improved facilities. MCHCS will expand local partnerships to increase access to mental health resources for students, families, and staff and work strategically to implement improvement for facilities. Met 28JUN2023 2023 27102726119663 Oasis Charter Public 6 Survey data showed that the students, staff, and families feel safe at school and are happy with the school overall. There were a few data points that showed concern for safety at school. To remedy this we have installed more security cameras, hire security for large events, and increased supervision staff at recess and lunch. With these changes we feel we have addressed the concerns for safety among students and for students. Met 20JUN2023 2023 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: *90% parents reported that they are aware a school counselor is available to provide support if needed *90% parents reported that they feel welcome to participate in their child's instruction *86% teachers reported that they are aware of how to support the social-emotional needs of their students Met The Alisal Union School District prioritizes ensuring a safe, positive and welcoming environment for students, parents, staff and the community. This is emphasized at professional development sessions, and is communicated through various means including the District's Parent Handbook. 28JUN2023 2023 27659790000000 Bradley Union Elementary 6 The district will continue to seek input from all educational stakeholders. Met The district will continue to seek input from all educational stakeholders. 13JUN2023 2023 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 from year to 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 2022- 23, the CHKS survey was administered in the Spring rather than the Fall and the participation rate was poor. The Stanford Survey of Adolescent School Experiences (SSASE) will be administered during the 2023-24 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. Met 21JUN2023 2023 27659950000000 Chualar Union 6 Chualar School District will continue to strive toward establishing a positive school climate for all students. Chualar has implemented a locally created survey. Chualar will continue the implementation of the multi-Tiered System of Support in order to systematize behavioral, academic, and social-emotional support for all students. Teachers are provided with professional development opportunities that support the implementation of positive instructional strategies that promote positive and self-leaning environments for all students. The district will continue to provide these services and monitor their effectiveness. Per the survey given to middle school students (6th - 8th grade) during the 2022-2023 school year, we find that students seem comfortable in their school environment as it pertains to school safety and correctness. The following results will include definition of the responses within quotation marks. Sixty-three percent indicated “Somewhat Challenging” and an additional 34.6 percent indicated they found their assignments were “ challenging” and on target. Fifty percent of our student respondents indicated they were “Somewhat Comfortable,” 25.6 percent indicated they were “Comfortable” and an additional 13.4 percent felt “Very Comfortable” asking questions during class. Eighty percent “Agree”, and 14.6 “Strongly Agree” that they are provided with strong academic instruction. Almost fifty percent of the responding students “Agree” and an additional 40.7 percent “Strongly Agree” that classroom technology helps them learn. Twenty-five percent of the student respondents indicated that their teachers take time to get to know them. An additional 23.5 percent of the students believe they have class meetings with meaningful conversations, and finally 18.5 percent of the students believe they have opportunities to discuss important personal themes. Sixty-nine percent of the student respondents “Agree” and an additional 23.5 percent “Strongly Agree” that they have learned new skills or improved in Reading or Math. Seventy-two percent “Agree” and an additional 14.6 percent “Strongly Agree” that they feel safe on the school campus. Met 28JUN2023 2023 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 Agree/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/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, message or emails, Clearly tells students in advance what will. happen if they break the rules, there is not student alcohol and drug use, vandalism in 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 facility and property. 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: to 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 14JUN2023 2023 27660350000000 Greenfield Union Elementary 6 Annually GUSD surveys students grades 3-8 through our local LCAP survey. The following are a highlight of our results 85.1% felt supported by teachers and adults. 90.3% agreed that their family feels welcomed at school. 79.3% feel safe at school. 72.4% feel school is a positive place. 88.5% feel students treat other students with respect. 66.9% feel that their school is kept clean. This year we focused heavily on mental health services for students to provide a positive and safe school environment. Counseling, Behavioral Health Services, and Social Workers have been put in place to support students, particularly those of low-income, English learners, foster youth, homeless, and students with disabilities. GUSD continues to pave the way and provide access to technology and access to Wi-Fi. GUSD is 1:1 with technology devices. Teachers and students continue to be provided with resources, supports and trainings to enhance their technology skills. Modernization of the school sites continues to be at the forefront will all of the schools having solar panels, new shade structures for additional outdoor learning and eating spaces this school year. 20 students were provided with targeted Tier 3 interventions and supports. Hatching Results was contracted in the fall of 2021. This program allowed for our counselors to be trained on addressing mental health concerns by recognizing signs, trauma, and addressing it through the implementation of core curriculum, student planning and addressing Tier 1 behaviors. Saturday School allowed for students who were ill due to COVID-19 the opportunity to recoup some of the days that they missed. Saturday School improved the overall attendance and decreased truancy numbers at the same time addressing learning loss due to COVID-19. Long Term Independent Studies was created for students who were unable to come onto to campus due to COVID-19 related reasons. Students were still provided access to the curriculum, instruction, supports, and access to all of the resources that they would normally get if they were learning in person. Met 22JUN2023 2023 27660500000000 King City Union 6 A school climate survey is administered annually to all students in grades 3 through 8 addressing perceptions of safety and connectedness, as well as respectful schools. Results of the student surveys indicated that the majority of students feel safe at school and that they are treated fairly by staff and administrators. The student survey results are one indicator of progress on goal 4 of the district LCAP and assist with creating continuous improvement plans focused on school climate. Met KCUSD is implementing Positive Behavior Intervention and Support (PBIS) to continue to address the social emotional needs of all students. The district is providing training for all PBIS team members to ensure that the supports and inventions are culturally responsive and inclusive of all students. The district is working with the County office and our Community partners to build capacity in our teams for effective supports of our students. KCUSD monitors progress through behavior data collection, to assist in teams in continuous improvement planning. 21JUN2023 2023 27660680000000 South Monterey County Joint Union High 6 Surveys Administered/Data collected: The California Healthy Kids Survey • 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 parents 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. Student connectedness to School Met No additional information. 28JUN2023 2023 27660760000000 Lagunita Elementary 6 The LEA administers multiple surveys throughout the year: a fall back-to-school survey for parents, a January student survey (grades 3-6), and an end-of-year survey for parents that mirrors school climate questions asked during the fall. These results are shared widely—with staff, Site Council, & the school Board, and are used to inform shifts and initiatives to respond and improve. Over the past several years our LCAP Goals have reflected parent priorities as shared in this survey, such as classroom community building, Social & Emotional Learning, music and arts education, and academic intervention. Met 27JUN2023 2023 27660840000000 Mission Union Elementary 6 DATA: Key learnings from the data gathered from the CA Healthy Kids School Questionnaire were the following: 4.9% of students surveyed slept after midnight. 43.9% of students missed at least one school day in the last month. 7.3% of students never feel close to anyone at school. 75% of students are happy to be at this school and feel like they are part of the school. 90% of students feel the school is neat and clean. 95.1% of students feel grown-ups at school care about them. 100% of students share that grown-ups at school share they do a good job. 97.6% of students state the school has interesting activities. 48.8% of students stated they are never asked what hey want to learn about by teachers. 12.2% of students feel students are not treated fairly when they break school rules. 97.6% of students feel the school helps students resolve their conflicts and the school teaches students to care about each other and treat each other with respect. 82.9% claimed no rumors or online lies were affecting them. 36.6% of students surveyed stated kids hit or push when not playing around. 9.8% of students shared they do not feel safe at school. 17.1% of students shared others made fun of what their body looked like. 14.6% of the students stated they felt sad all of the time. 0% of students ever smoked a cigarette. 41.5% of students do not think drinking alcohol is bad for your health. 17.1% of students shared no one ever checks their homework. 97.6% of students shared that parents ask about school. MEANING: Areas of strength centered around student perceptions about the school and that they like their school and feel adults believe that they are capable of doing well. Areas of growth focus on ensuring students who feel sad are being identified and provided emotional support as needed, as well as providing more instruction on helping students make better choices regarding hitting and pushing. There do not seem to be any barriers to addressing areas of growth. Met 07JUN2023 2023 27660920000000 Monterey Peninsula Unified 6 Elementary *Engagement: 25th percentile *Academic Challenge: 42nd percentile *Instructional Methods: 46th percentile *Culture: 41st percentile *Belonging: 21st percentile *Relationships: 42nd percentile *Emotional & Mental Health: 35th percentile Middle School *Engagement: 15th percentile *Academic Challenge: 12th percentile *Culture: 32nd percentile *Belonging and Peer Collaboration: 36th percentile *Relationships: 22nd percentile *Emotional and Mental Health: 38th percentile *Diversity, Equity & Inclusion: 37th percentile High School *Engagement: 54th percentile *Academic Challenge: 37th percentile *Culture: 45th percentile *Belonging and Peer Collaboration: 57th percentile *Relationships: 19th percentile *Career and College Readiness: 41st percentile *Emotional and Mental Health: 56th percentile *Diversity, Equity & Inclusion: 44th percentile Met 27JUN2023 2023 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 28JUN2023 2023 27660926118962 International School of Monterey 6 ISM emphasizes a 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.” 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. We prioritize a positive school environment in our LCAP. We assess our progress through surveys of students, parents, and staff, aiming for an average rating of 3.5 or higher on a 5-point scale for all aspects of school climate, culture, and community. The 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 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 2023 administration of the grade 3-8 student, staff, and parent survey, as ratings averaged 3.5 or higher for all items. The positive results for all students surveyed were mirrored in the results for significant subgroups. 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. The few lower ratings have helped identify areas where the school might make further gains. Based on this data, ISM has invested in further strengthening the school climate, including hiring an Assistant Principal (AP) for School Culture and community and forming a Culture and Community Team whose three staff members work with the AP to develop climate-related events, implementing a Multi-Tiered System of Supports (MTSS), and encouraging teachers to focus on positive classroom climate, particularly at the start of the school year. During the 2023-2024 school year, the school will increase professional development on MTSS, emphasizing student emotional health and furthering our commitment to increasing student and family satisfaction with school climate. This includes an explicit approach to the middle school advisory program, which supports social-emotional health among student communities. The school will also continue to develop the safe school ambassadors program as a way to develop school culture from within the student body. Met 13JUN2023 2023 27661340000000 Pacific Grove Unified 6 Pacific Grove High School PGHS identified numerous areas of strength after analyzing the CHKS results. Rare 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 will continue to focus on three areas of improvement: 1) Increase students' sense of safety [down 1% from 2022], 2) Increase school connectedness [down 2% from 2022, and 3) Increase the number of students who report caring adult relationships [up 4% from 2022. Pacific Grove Middle School Pacific Grove Middle School identified areas of strength as no substance use at school, perceived school safety (up 5% from 2022), and school connectedness (up 2% from 2022). When the Middle School community reflected on CHKS data and local surveys, they found that an area of growth is promotion of parent involvement (down 6% from 2022). Forest Grove Elementary School Forest Grove showed strengths in caring relationships (up 2% from 2022), academic motivation (up 5% from 2022) and promotion of parental involvement (up 25% from 2022). The school's areas of improvement included school connectedness (down 7% from 2022) and rule clarity (up 8% from 2022). Forest Grove will increase scholar voice and choice and clarify expectations for students. Robert Down Elementary School Robert Down's strengths are in the areas of parental involvement (92% feel involved) and academic motivation (90%, down 1% from last year). The school has identified school safety (down 6% from 2022) and increasing school connectedness (up 1% from 2022) as goals. To increase a sense of connectedness, RD will implement a more vibrant student council presence on campus in the coming year. To increase school safety, RHD will continue to implement its anti-bullying program. Met Pacific Grove Unified School District is implement a Cultural Proficiency plan with a vision of valuing our diverse cultures and ensuring access for all of our students. PGUSD believes that implementation of the Cultural Proficiency Plan will lead to a greater sense of acceptance and safety for our students, thus improving our school climate. The district Cultural Proficiency areas of focus are education, assessment/evaluation of program effectiveness, improving our response to incidents of bias, and transparent communication with our community regarding cultural proficiency. All of our sites have equity action plans that are specific to identified site needs and aligned with our district's areas of focus. 01JUN2023 2023 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 75% School Belonging 59% Readiness for Learning 64% School Safety 56% School Climate 54% School Engagement 53% Teacher-Student Relationships 55% 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 78% School Climate 75% Learning Behaviors 58% Family Engagement 58% 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.Schools have remained consistent and improved in their fidelity of PBIS practices as measured by the Tiered Fidelity Inventory. This is the first time in the history of the Salinas City Elementary School District that every school in the district that meets in person has received a recognition. For the 2022-2023 recognitions, ALL schools have applied for either “Platinum” or “Gold” status. Here are the results for 21-22: •7 schools achieved, “Platinum” status •2 schools achieved “Gold” status •4 schools achieved “Silver” status •1 school achieved “Bronze” status 20JUN2023 2023 27661590000000 Salinas Union High 6 Data: LCAP survey, Wellness Center usage, Parent/Family attendance to school functions, Suspension rates. Meaning: - School connectedness associated with positive outcomes. - Positive feedback on access to wellness center services. - Students feel positive about efforts for preparation for college and/or career - Students feel safe on campus Use: - Continue to increase reach of wellness centers and mental health services - Restorative justice facilitators - Continue to offer both virtual and in-person options for family engagement opportunities - Building awareness of community schools Met 27JUN2023 2023 27661670000000 San Antonio Union Elementary 6 The LEA learned educational partners would like to see more opportunities for extracurricular classes, more electives, and more frequent communication regarding school activities as well as what work is being done in class. Although the LEA has done a better job in the past with communication, it still has room for growth. The LEA needs to offer more extracurricular and enrichment classes. Additional partnerships will be made this school year to meet the needs of offering extracurricular activities and electives. All students will be allowed in the extended learning opportunities program offering additional enrichment time. Met 08JUN2023 2023 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"" 85.11% in 2022-23 on the California Healthy Kids Survey. Students also reported they were ""happy to be at this school"" 82.9% ""sometimes"" and ""all of the time"". The LEA continued to see 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. A decision was made to hire a school counselor to attempt to work with students on mental health issues, positive approaches in dealing with conflict resolution, and root causes for chromic absenteeism. However, the counselor abandoned the position and the LEA has not been able to hire a replacement. We were hoping to see improved results in a decline of suspensions and chronic absenteeism with the use of a counselor." Met 21JUN2023 2023 27661830000000 San Lucas Union Elementary 6 "Key Data observations from the school climate survey administered to all of grades 3-8 in Spring 2023: Do teachers and other grown ups at school treat students fairly at school? 90% answered most of all of the time. Do the teacher sand other grown ups at school care about you? 81% most/all the time. Do the teachers and grown ups at school want you to do your best? 94% most/all of the time. Do the teachers and other grown ups make it clear that bullying isn't allowed? 84% most/all of the time. If the results were expanded to include answers of ""some of the time"" ""most of the time"" and ""all of the time"" nearly all of the answers would be over 90%. General student attitude towards the school is that teachers and staff are well engaged and know the student very well. Staff and students maintain relationships that are supportive and focused on improved student outcomes. The students feel safe and secure when they come to school. Indeed, a review of PBIS infractions shows that few behaviors exhibit malice of aggression; rather, they exhibit symptoms of chronic stress and a need for an outlet to allow students regulate emotions and energy. Identified areas of need are making sure that the students feel engaged in their learning. In response to are you happy to be at school, 45% most/all the time, while 52% responded some of the time. In response to are students at your school motivated to learn, 48% most/all the time, while 45% some of the time. LEA would like to see larger respondents to most/all of the time, and a smaller number in ""some"" of the time. To do this, LEA has opened up ELO programming for 23/24 to include family outreach activities, giving student, staff, and parents the opportunity to enjoy time together on an enrichment activity. This increases student happiness because they are spending more positive time with their parents, as the parents also spend more positive time with the LEA." Met 15JUN2023 2023 27661910000000 Santa Rita Union Elementary 6 "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 through our community town halls, family listening forums, school climate collaboratives, council meetings, safety committees, and LCAP community input sessions. Various annual surveys including LCAP Community Engagement, Annual Needs 2023 Local Performance Indicator Self-Reflection for Santa Rita Union School District Assessment, School Climate Evaluation, Student Listening Circles, and Family Forum have been quality indicators of our student's, families, and staff’s perceptions of school climate and safety. The data from the 2023 community partners survey reflected as following: where 1 is Strongly Disagree and 5 is Strongly Agree, respondents reported an average score of 4.0 (agree) that SRUSD school sites have a positive culture and climate that supports student learning, staff retention, and community engagement. Survey results also reported an average response score of 4.2. (agree) for the statement “SRUSD schools are safe, clean and welcoming”. This result was echoed in the student listening forum responses in which students noted that they feel safe on their campus and that the adults open their classrooms during breaks and lunch to any student who needs a safe and quiet space or adult support. Given that school culture and safety are highly connected to the established discipline and behavior interventions/supports, it was evidenced that respondents feel that SRUSD discipline policies are based on a progressive discipline model that is equitable, restorative, and appropriately implemented as the average score for this area was 3.90 (agree) and students qualitative responses included statements such as “ I am able to work with an adult to fix a problem that I might have with my friend. We can get together and they will help us talk about what happened instead of just sending us to detention or suspension."" There was further evidence within the family forum in which parents noted that “Restorative Practices are making the campus safer for students and adults. Students get to see the harm they caused and fix it instead of just being sent home."" In evaluating data related to student discipline it is evident that the Alternative to Suspension Program, which accounted for 90 of 221 student suspensions, highly impacted students probability of recidivism as less than 10% of students reoffended as compared to a recidivism rate of 21% for students who were assigned an out of school suspension." Met Across all survey measures, respondents agreed (average score 4.2) that SRUSD values the importance of social-emotional wellness and provides a variety of mental health resources at all levels. However, the data also showed that the number of suicide risk assessments and behavioral threat assessments across the district have increased by more than 10% from the 2021-22 school year to the 2022-23 school year. There was also data across survey measures that indicated students feel noble concerns related to an increase in weapons (specifically imitation firearms) being brought onto our campuses. This each of these areas of concern we have been proactive in adding numerous resources including anonymous reporting, additional mental health supports, a school resource officer, and additional crisis response and behavioral threat assessment trainings. SRUSD will continue to grow its SEL program and promote a safe, inclusive, and anti-bullying culture. SRUSD will also be adding an additional RPL to each site and expanding the ATS program to include 3rd grade. SRUSD will also host(2) student listening circles and parent forums allowing space for students, staff, parents, and educational partners to connect, and strengthening our school community. 28JUN2023 2023 27662250000000 Spreckels Union Elementary 6 "68% felt ""positive behavior was noticed at school""; 32% did not 88% felt ""they got along well with others""; 12% did not 83% felt ""safe at school""; 17% did not 68% felt ""students treated each other with respect""; 32% did not 92% felt ""an adult at school would help them if they needed it""; 8% did not 76% felt ""students followed rules in class so teachers could teach""; 24% 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 Meaning: Overall, student responses from both grade spans/school sites were positive. However, as in past years and as is the case on surveys in general, students in the younger grades tended to view things much more positively than the middle school students. In both cases, the majority of students enjoyed school, felt school was safe, and felt they were respected and had adults available to talk to. One outlier in the data is the middle school response to feeling recognized for good behavior (only 32%). Use: Based on the overall positive responses, the schools will continue to emphasize positive behavioral supports and provide a variety of enrichment opportunities for students. The middle school will attempt to develop more programs to recognize good behavior based on the lower results on this question." Met 22JUN2023 2023 27662330000000 Washington Union Elementary 6 "Parent Satisfaction Survey areas that have a greater than 10% dissatisfaction rate district wide are identified and targeted in the coming school year. The results are reported to our strategic planning committee who in turn use the results to drive planning, goal setting, and decision making. The survey showed that there was only one area that had a greater than 10% dissatisfaction rate; the question was ""Do the students show respect for each other?"" This question received a 12% dissatisfaction rate districtwide. In addition to the Parent Survey, the district also administered a Climate Survey to students in grades 3 - 8, measuring their opinions on a variety of topics including safety and respect. On the student survey, there were three items in particular that measured students' opinions regarding those topics. On the item, ""I am safe,"" 91.3% of students strongly agreed or agreed with the statement. On the item, ""Students at my school treat me with respect,"" 71.7% of students strongly agreed or agreed with the statement. It should be noted, however, that 9.2% of students at the middle school and 13.3% of students in 4th and 5th grade reported No Opinion. Lastly, on the item, ""I have a trusted adult who can help me with an emergency or a big problem,"" 84.7% of students strongly agreed or agreed. Again, it should be noted that 10.9% of students at the middle school and 10.2% of the 4th and 5th grade students reported No Opinion. In the area of safety, the item, ""We practice safety drills at school,"" had a 95.2% return in the area of strongly agree or agree, and on the item, ""If there is an emergency at my school, I know what to do,"" 93.3% of students strongly agreed or agreed. Given the results of those specific items, an area of strength is that students feel safe on our campuses, are aware of safety protocols, and feel confident that they will be prepared to react in an emergency. In the area of student respect, the district will continue to support the counselor position and is working to support social emotional learning as well as character education at all three schools. Additionally, as has been noted, the district will have the services of a Bully Prevention Specialist in the 2023-24 school year." Met An annual survey is also administered to parents/guardians with questions that ask about students feeling respected and parent/guardian opportunities for school involvement. Resources continue to grow on the school sites which now include a district counselor that provides social emotional learning support directly to students with one-on-one and group sessions and classroom lessons around character building and growth mind set. A bully prevention specialist was also added at the San Benancio Middle School campus for the 2023-24 school year. 14JUN2023 2023 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 2023 to all 3rd-11th grade students 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 (61%), Middle School Grades 7-8 (37%), and High School Grades 9-11 (46%). In the area of school connectedness, the percentage of students that responded they feel connected to their school: Elementary Grades 3-6 (59%), Middle School Grades 7-8 (40%), and High School Grades 9-11 (35%). There was an overall decrease in all of these areas for the 2022-23 school year. The district has a focus on increasing the implementation of the Social Emotional Learning curriculum and the use of the District universal screener to Social Emotional Learning (SEL) to support the identification of needs as well as increasing students’ access to instruction focused on the principles of SEL. The District will continue to focus on building Positive Behavior Intervention and Supports (PBIS) at each school site. In the 2022-23 school year, sites completed the Tiered Fidelity Inventory (TFI) to determine their level of implementation at the Tier 1/Universal level. All sites fell below the 80% implementation threshold and the goal for the 2023-24 school year is to increase Tier 1 PBIS implementation to 80% at each site. In addition, the district’s attendance (ADA) showed an increase from 2021-2022 to 2022-2023 by 3.94% from 87.38% to 91.32%. District attendance remains below the target of 95%. The Student Attendance Review Team (SART) process at each school are addressing barriers for students attending school. We are participating in a county collaborative to combat chronic absenteeism. Our district and site level teams have implemented pilot programs that focus on home visits and empathy interviews. The pilots show an 35% increase in attendance for the population of students and families that participated in our pilot program. From this data, it is clear that School Climate needs to be a continued universal area of focus. The District is exploring the use of a data system to support progress monitoring of interventions matched to student needs. The data system platform would support a centralized area to house all SEL, Behavior, Attendance, and Community/Family Engagement data. 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 educational partners. Programs and supports were developed to address ways to increase student connectedness to school. The District has had a focus on Social/Emotional Learning through implementing a Universal Screener and use of a Tier 1/Universal Social/Emotional Learning Curriculum across all grade levels. Each school site has developed a MTSS team to review referrals of students in need of additional support. The MTSS process supports the identification of students in need based on a variety of data sources including social/emotional and behavioral data. The MTSS teams match and connect students to targeted evidence-based interventions based on their needs. Mental health and behavioral support staff are based at each site to help support the interventions needed to improve students behavior and social/emotional needs. Each site is focused on improving their Positive Behavior and Intervention Supports (PBIS) implementation to include providing preventative and responsive interventions. The District is in Differentiated Assistance for Chronic Absenteeism and each site has a School Attendance Review Team to identify, intervene, and remove barriers that are preventing students from attending school. This includes referrals for wraparound services. Each site updates and implements comprehensive school safety plans supported by the School Resource Officer. 21JUN2023 2023 27751500000000 Big Sur Unified 6 Data: Attendance rates and suspension/expulsions. The school attendance rate was at 93% per month, which is relatively high attendance, zero suspensions or expulsions, and overwhelming feeling from students, staff, and parents that they feel safe at school. There were times in the year, due to flooding and road closures, when students accessed school remotely. Meaning: The students in Big Sur are engaged, happy, and want to come to school, based on these data. Use: Further surveys to find areas of improvement will be used in 23-24. Met 07JUN2023 2023 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 14JUN2023 2023 27754400000000 Soledad Unified 6 "The California School Dashboard data shows in the area of Suspensions performance level for all students is Orange, which means that we have 250 students at the High level. In disaggregating the data further, homeless students are in the Red performance level, and continue to have a High level of suspensions according to the 2022 Dashboard. The Dashboard classification of High was also an identification for Asian, Socioeconomically Disadvantaged, Students with Disabilities, and White according to the 2022 Dashboard. Another area of concern is the fact that more than 30% of our students are classified as chronically absent. ALL student groups were classified as Very High or High on the California Dashboard. In addition, Soledad USD administered the CORE® Social-Emotional Survey in the Spring of 2022-23 SY. 1,838 students completed the survey and the following results were obtained: Culture/Climate (61% responded Favorably), Growth Mindset (72%), Self Management (54.1%), Self-Efficacy (67.7%), and Social Awareness (62.8%). 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." Met 27JUN2023 2023 27754730000000 Gonzales Unified 6 The district found that student engagement and attendance is an area of growth. The student survey responses indicated a strong preference for hands on and project based learning. The district is developing multiple pathways for students to engage in a focused area of cohort support focused on a high school education that prepares students for post-secondary opportunities. The high school currently offers a strong FFA program, a strong adult school CTE program, and is developing an early college and AVID program. Met 27JUN2023 2023 28102800000000 Napa County Office of Education 6 "All students are surveyed annually using the CA Healthy Kids Survey. Napa COE had a 75% participation rate on the CHKS in 2022-2023. In most areas, results from 2022-2023 are starting to trend back up when compared to the results from 2019 and 2021. 42% of students report they have a high degree of connectedness with school (as compared 36% in 2019 and 2021). 67% of our students report they feel safe at school (as compared to 49% in 2019 and 33% in 2021). 67% of our students feel that teachers have high expectations for them (which is down a bit from 71% in 2021 but up from 64% in 2019). 65% of students still feel that there is a caring adult at school for them (which is a bit more than 63% in 2019 and 2021). Based on the results, students are feeling a bit more secure with school. Napa has seen a range of natural disasters impact our local area the last couple of years and students are still suffering from recent 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 13JUN2023 2023 28102800142034 Mayacamas Charter Middle 6 Not Met For Two or More Years 2023 28662410000000 Calistoga Joint Unified 6 School is a place where students feel accepted and connected: CES students: 78% responded “always or often” CES parents: 94% responded “always or often” CJSHS students: 72% responded “always or often” CJSHS parents: 74% responded “always or often” School staff treat all student cultures with respect and value differences: CES students: 85% responded “strongly agree or agree” CES parents: 93% responded “strongly agree or agree” CJSHS students: 81% responded “strongly agree or agree” CJSHS parents: 80% responded “strongly agree or agree” School is a safe place for students and staff: CES students: 73% responded “strongly agree or agree” CES parents: 93% responded “strongly agree or agree” CJSHS students: 77% responded “strongly agree or agree” CJSHS parents: 84% responded “strongly agree or agree” Met There continues to be a noticeable difference between students' responses and parents' responses at CES with our parents responding with a higher agreement rate while there is little to no disparity at CJSHS. To improve the school climate so that more students feel accepted and connected, our district will be implementing intentional activities to elevate student voice. We will also delve deeper in to professional learning for staff around implicit bias, clutrually responsive instruction, and restorative practices. 05JUN2023 2023 28662580000000 Howell Mountain Elementary 6 "The district's Social-Emotional Learning team met monthly. Goals were established to create a cohesive response to student social emotional needs. Staff set goals to include staff directly teaching a weekly Second Step lesson and staff facilitating Community Circles within their classrooms. These areas of focus support ""student voice,"" and student emotional regulation. Pre and Post student surveys concluded the need to continue with the goals. In addition, 54% of Howell Mountain ESD students received mental health counseling. According to the RCADS ( Revised Children Anxiety and Depression Scale) 40% of the students receiving counseling reported reduced anxiety." Met All certificated staff teaches SEL strategies; such as, emotional regulation, social skills, empathy and the confidence to take on challenges to all students to ensure that SEL is more fully integrated into the curriculum and school culture. Our students feel invited and safe, experience happiness and joy while learning and motivated to engage in their learning. • Second Step program is taught in grades K-6. • Class Dojo is utilized in K-4 to support SE. • Staff maintains a focus on Best Behavior strategies that explicitly teach manners, respect, growth mindset and mindfulness. • The enrichment teacher will provide opportunities to practice Social Emotional Learning strategies in activities such as; music, art, drama and gardening. 12JUN2023 2023 28662660000000 Napa Valley Unified 6 "Students today face unprecedented challenges that impact their ability to succeed at school. The COVID-19 pandemic caused disruptions at home and in school worsening student mental health issues. 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. 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 2023. 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 22JUN2023 2023 28662660108605 Stone Bridge 6 DATA: Student surveys were distributed to grades 6-8. A sampling of the results from the April 2023 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. No change from previous year. 97% always or usually feel that, if they have a problem, they can solve it or find someone who can help them. Up from 96%. 22% students grade 6-8 noted that they felt anxious or upset a lot this year. Down from 33%. MEANING: 98% of students noting that they felt safe while at school or in the classroom and a significant reduction in student anxiousness 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. 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; re-enliven Student Council; and class buddies (1st and 8th, 2nd & 7th, etc. ) so that younger students have a connection to other students. Met 27JUN2023 2023 28662820000000 Pope Valley Union Elementary 6 Pope Valley Elementary will be taking part in several initiatives to better understand the school climate. Our current survey data returned only anecdotal results as sample size was limited due to population size. Anecdotal responses indicate that PV needs to follow up with additional school climate supports to ensure that students feel connected and safe, and parents and families feel welcome at the school. Processes in place to improve the learning environment will continue through training for staff in social emotional learning and culturally responsive teaching and learning. PV LCAP goals and CalHope grant include support for education and guidance for addressing the social and emotional needs of students. Met 22JUN2023 2023 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. The results for this school year are as written below. A full report on the CHKS will be provided to the school board during the September 2023 school board meeting. Data: What have we learned? Student sadness has risen in 5th grade as reported, 8% of 5th graders in 20-21 reported feeling sad most of the time to 29% this year 22-23 feeling sad most of the time. All other grades surveyed 7th, 9th, and 11th, had their percentages decrease this year for students feeling chronic sadness and hopelessness within the last 12 months. 7th graders increased by 5% points from 13 to 18% seriously considering suicide, our 9th and 11th graders dropped in percentages by 5 or more percentage points. Current alcohol and other drug use decreased for 9th graders from 28% in 21-22 to 11% in 22-23 and our 11th graders stayed the same at 25%.current use. Overall school connectedness went down in 7th, 9th, and 11th grades from last year to the low 60% range and 59% for 11th grade. Anti-bullying Climate Scale(Do the teachers and other grown-ups make it clear that bullying is not allowed? 71% for 5th grade stated yes During the past month, did kids spread mean rumors or lies, or hurtful pictures, about you online, on social media, or on a cell phone? 22% of 5th graders reported yes. In the last 12 months, the same question, however, results in 7th graders reported 51%, 9th grade 25%, and 28% in 11th grade. 74% of 5th graders feel safe at school, 64% of 7th graders, 75% of 9th graders, and 71% of 11th graders. Lastly, about one-third of our students in all surveyed grades feel social-emotional distress still this school year. Meaning making of Data: Continued challenges for the district surround creating programs, actions, and events that help increase the sense of belonging, meaningful participation, and connectedness to above 80% for our students at their respective schools with continuing the process of gathering student voices from multiple student populations to establish what is working and what needs to be improved upon. Cyberbullying has risen higher as an issue at all school sites with an increase in social media due to multiple factors such as COVID isolation and continual phone use by students off campus and on. Most students feel physically safe on our campuses but cyberbullying is now the biggest challenge school face related to safety on our campuses. As a district, our growth area is to fully develop and align our MTSS systems at all school sites to academic, and social-emotional needs of all students in a consistent manner with continued staff and MTSS team training. Other data noted from local measures are that there continues to be a need to focus on school climate and culture within our Met "The use of this data gathered from the CHKS goes towards improving our systems, policies, and practices district-wide. For this school year, student wellness continued to be one of the needed areas of focus as 1/3 of students were still not in a place of feeling some sort of stress and we heard from students at the community forum that a large part of the emotional stress was the pressures put back on students from academic demands now that we are fully back to ""normal"" school. As a district, we have increased our student support mental health counseling services and service provider partnerships to address the behavioral and mental health needs of our students. For students, we held Wellness fairs for both MS and HS students. SEL curriculum continues to need to be taught with fidelity at all school sites Planned safety actions will include an intentional focus on restorative circles/justice due to the spike in suspensions this year at the secondary levels and reestablish some alternatives to suspension programs such as detention after school, mandatory drug/alcohol classes after school in lieu of suspension for a student caught vaping or using substances on campus, Saturday school, so as to not miss the class time when possible, and lastly a variety of student support groups at 3-8 grades as prevention efforts to deal with issues before they become big. Safety School Ambassador program will continue at the middle school level." 15JUN2023 2023 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 training specifically targeting these areas to build their capacity and be able to implement best practices throughout the day. Met 21JUN2023 2023 29102980114314 Bitney Prep High 6 Results for the California Healthy Kids Survey were reviewed by staff. Key findings from the survey indicate that students report that they feel that they are safe at school and that they are respected and that school is concerned with their welfare. These findings were also reflected in the School Climate Survey that was sent to parents this past spring. The CHKS did indicate some serious areas of concern for our students. Especially with our 9th and 10th grade students there are a high percentage of students who have considered suicide in the past year. Also drug use, especially nicotine use, is relatively high among our students. Lastly, review of local data indicates that chronic absenteeism is a significant concern for all of our students. It is clear to the Bitney staff that many of our students, especially those who have recently matriculated from middle school are continuing to struggle with disconnection from school and acceptance from their peers. Bitney has a high percentage of IEP, LGBTQ, and Students with 504 Plans. These groups often experience greater mental health needs and often turn to self-medication. These factors also have an impact upon school attendance. In response to the concerns listed above, Bitney has significantly increased mental health counseling support over the last two years. For the coming year, we have increased counseling support to five days per week. Emotional wellness and self care are both directly built into the Advisory Program curriculum on a regular basis. All staff, including the counselors, school psychologists, teachers, and support staff meet on a bi-weekly basis to discuss students of concern and to plan for ways to support these students. Bitney has an ongoing drug counseling program called Brief Intervention Drug Counseling. Students who are caught using nicotine are referred to this program. Additionally this coming year these students will be directed to participate in ongoing addiction group counseling. Lastly, all of our staff, especially our Advisors are going to focus increased outreach with families to support students experiencing chronic absenteeism. Met 20JUN2023 2023 29102980114322 Yuba River Charter 6 "In the 2022-2023 school year, YRCS has seen significant success socially, and culturally. Coming out of the pandemic, YRCS has worked to rebuild the social, emotional, and behavioral health of the school and has worked to continually improve the academic outcomes for all students. The cultural and social health of our parent, staff and student community is returning to its full strength with 95% of staff and 85% of parents agreeing or strongly agreeing with the statement that they would recommend YRCS to others. YRCS made significant investment in support our students social, emotional, and behavioral needs through staffing increases, refined discipline processes, and prioritization on supporting students emotional and behavioral health through classroom-based support, counseling, and broadened courses and access to curriculum. We are continuing seeing strong outcomes in our suspension/expulsion data with a suspension/expulsion rate under 1% from the CA Dashboard. Furthermore, we continue to see significant improvement in our school climate, culture, and social-emotional health data from our local data. Our middle school students reported a 14 percentage point increase in ""feeling a sense of belonging"" from 2021-22 school year to the current 2022-23 school year; of the parents surveyed in 2022-23 95% reported their student feels a sense of belonging, 97% reported their student feels safe at school, and 95% reported their student's social emotional needs are being met. As we look to the future, we are investing in further building out our school-wide approach to culture and climate. We are prioritizing training and professional development in the areas of social emotional learning and restorative practices. As we have built a strong foundation of safety and discipline, we are looking to build the capacity of all of our faculty and staff to create and uphold a culture and climate that continually fosters a sense of belonging, structures of respectful and restorative conflict management, healthy values-based school-wide structures (such as monthly assemblies for younger grades and middle school), and further building out our peer mentorship programming through a focus on professional development, training, and school-wide structures that support a culture of adult learning." Met 14JUN2023 2023 29102980114330 Nevada City School of the Arts 6 DATA - NCSA gives both the CHKS survey and a student survey. On average, over 87% of 4th-8th grade students are engaged, feel safe, and are happy at school (Student Survey 22/23). Students reported less mental health concerns this year. MEANING - While mental health concerns were less than last year, it continues to be an area of need. We have added two Youth Advocates for students next year to support continued social-emotional support. USE - We will refine our core SEL classes and adopt a leadership and student led restorative justice class for next year. Met 15JUN2023 2023 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 2023. Approximately 24.3% of our families (97 respondents), 8% of our students and 88% 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. However in the 22/23 school year FCS did not have enough student responses to have it's own individual report. FCS continues to have a highly positive climate based on the surveys. The staff survey continues to reveal 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. 2. School climate continues to be an area of strength for Forest Charter School. Survey results and the past healthy kids survey indicate that students feel happy, supported and safe at Forest Charter School. The FCS Survey shows that 86.4% of parents strongly agreed or agreed that their child is safe/supervised at the Learning Center - (12% were neutral or did not know) (2023). 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 13JUN2023 2023 29102980126227 Twin Ridges Home Study Charter 6 According to the 2022-2023 California Healthy Kids Parent Survey (CHKS), TRHS has some wonderful successes and some areas that require improvement. For example, 98% of parents indicated that they strongly agree or agree that TRHS treats all students with respect. 89% of parents feel that their child’s teachers are responsive to their child’s social and emotional needs. This data is truly indicative of a school environment filled with respect and a focus on social emotional needs. Unfortunately, 11% of staff indicated that student depression or other mental health issues are a problem. 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 a positive school climate is a strength for TRHS. Student mental well-being is of upmost importance. TRHS has increased the amount of time a school counselor is available to address student mental well-being. The school counselor will continue to be available one day a week. Addressing student mental well-being allows growth of the whole child and helps with access to academics. Met 20JUN2023 2023 29102980130823 EPIC de Cesar Chavez 6 Not Met 2023 29102982930147 John Muir Charter 6 DATA: Key learning from data collected through this year’s JMCS school climate survey demonstrated 83% of students felt welcome in class. 80% of students felt they had a voice in decision-making in their classes. 68% rated their schoolwork as interesting and about 70% felt their schoolwork was preparing them for college and/or a career. 78% rated their teachers’ instruction as interesting and engaging. 81% rated their classroom cultures as mostly positive with 13% rating their classroom cultures as neutral. 65% 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 Equity survey data also supports our school climate survey data. On a scale of 1-5, students reported their basic needs are met (4.29), they feel they belong at school (4.05), they have a sense of self-efficacy (4.25), school is rigorous (4.03) and they feel hopeful about their futures (4.32). Within this data, certain subgroups may warrant extra attention and analysis. As has been feedback previously, Latinx students do not always feel they have opportunity to learn about different cultures, including their own. Meaning: Overall, these survey results indicate JMCS meets and exceeds its primary goal of reengaging youth in education and creating safe spaces and developing positive relationships with staff. Students are happy with their school experience and feel supported by their teachers. They generally feel that their experience at JMCS will help them meet their future goals. Use: The challenge within the data is the smaller sample size, and lack of participation in submitting surveys. This may be in part due to student apathy around taking surveys, coupled with a disconnect in messaging the importance of participation by staff. 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. Met 14JUN2023 2023 29663160000000 Chicago Park Elementary 6 The annual CHKS was administered to students in grade 7, parents, and staff in December 2022. The annual LCAP survey was conducted in March 2023, and reached all staff members, parents, and students in grades TK-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 a focused program to support Social and Emotional Health of students. Because of this, the 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. Met 22JUN2023 2023 29663160125013 Chicago Park Community Charter 6 The annual CHKS was administered to students in grade 7, parents, and staff in December 2022. The annual LCAP survey was conducted in March 2023, and reached all staff members, parents, and students in grades TK-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 a focused program to support Social and Emotional Health of students. Because of this, the 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. Met 22JUN2023 2023 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. 89% 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 96% responding that our school is a safe and supportive learning environment. To increase student's input and participation in the decision making process, we are reinitiating student council activities. It is our hope to encourage feelings of student leadership and a stronger sense of connectedness to the school community. Met 13JUN2023 2023 29663320000000 Grass Valley Elementary 6 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 2022-2023 District LCAP survey was administered districtwide to 3rd-8th grade students as well as all district families. A total of 359 - 3rd to 8th grade students participated, and 169 - parents/families participated as well. Listed below is a summary of the results. Results are shown in the percentage of positive responses. Students - Connected to My School - 79% Involved in School Clubs, Activities, Events - 63.3% Safe at School - 76.7% Respected by Students and Staff - 65% Comfortable Asking Adults for Support - 80% Encouraged to share Ideas - 72% Help when needed - 89% Staff are Kind - 91% Challenged to Learn - 85% Access to Technology - 90% Parents - My Family Feels Safe and Connected to Their School - 84% Sufficient learning Resources - 96% Well Balanced Learning Environment - 94% Effective Interventions - 81% SEL Support - 69% District Facilities - 84% Promotes Good Attendance - 92% 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 feel more respected Challenges or Barriers: Continuing to support the increase in social emotional needs of our learning community 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 27JUN2023 2023 29663326111140 Grass Valley Charter 6 From February 16th to February 24th, 2023, 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 101 responses from parents and staff and in a separate student survey we received 108 responses. Additionally we incorporated data collected through our Expeditionary Learning Implementation review which included internal surveys, students panels, and outside observations from EL Education. This is an increase in participation compared to the prior year. The student feedback and engagement was strong. 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 27JUN2023 2023 29663400000000 Nevada City Elementary 6 In analyzing the local data of the California Health Kids Survey (CHKS) needs were 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 training will continue 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 an increase of support and training for students with such ideation. Input from stakeholders highlighted 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 was Seven Hills students who were who were struggling social-emotionally, connectedness, as well as chronic absenteeism. All students in need as well as 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 and support staff 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 5. School Community Officer Met Progress in the area of attendance has been a challenge. The district has been unable to hire a school counselor for one year and has filled in the gaps with other existing staff. Some parents with chronically absent children to take regular school attendance seriously has been a challenge. The district has formulated a tiered plan to address chronic absenteeism. 20JUN2023 2023 29663570000000 Nevada Joint Union High 6 NJUHSD administers the CA Healthy Kids Survey to parents, staff, and students grades 9 and 11 on a yearly basis. Previous measures of the District School Climate Index score were not provided by West Ed in the 2022-23 school year. 63% (9th-11th-NT [non-traditional schools]) of students reported Agree or Strongly agreeing to the School Connectedness scale. This score represent an increase of 2% from the previous year, which also meets the pre-pandemic percentage. It is also above the state average of 57%. 63% (9th-11th- NT) of students reported Agree or Strongly agreeing to the Academic Motivation scale. This score represent an increase of 8% from the previous year, while still below the pre-pandemic rate of 68%. 71% (9th-11th-NT) of students perceive school as very safe or safe. This score represent an increase of 7% from the previous year and are above the pre-pandemic rate of 68%. 60% (9th-11th-NT) of students report caring adult relationships. This score represents the same percent as last year and 1% above the state average. 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 (Silver Strong at Silver Springs, Phoenix classes at Ghidotti, NPA 101 at North Point Academy, and the two comprehensive high schools have implemented Advisory classes which have begun implementing Character Strong curriculum). In addition, 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, both for tier one community building activities, and as a response to appropriate discipline-related incidents. Results have been shared with our stakeholder groups and we will continue to plan and implement activities targeted at addressing the decreases reported in the CA Healthy Kids Survey. Met 21JUN2023 2023 29663570124834 Sierra Academy of Expeditionary Learning 6 SAEL reflected on the input and was grateful for the opportunity to collaborate on the LCAP and the process of developing the LCAP so that the Charter School can develop the goals and actions that are the most important or the students as seen by the educational partners. The following feedback was provided by each of the educational partner groups: Parent Survey 2022/23 School is a safe place for my child: 85% School has adults who really care about students: 80% Student Survey 2022/23 School perceived as very safe or safe: 9th grade: 82% 10th grade: 84% 11th grade: 82% 12th grade: 78% School Connectedness: 9th grade: 75% 10th grade: 76% 11th grade: 76% 12th grade: 81% The 2022-23 local climate survey showed that there is a positive school culture at SAEL. 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. Met 22JUN2023 2023 29663730000000 Pleasant Ridge Union Elementary 6 PRUSD provides the California Healthy Kids Survey and the PRUSD student, parent, and staff annual survey annually. All four surveys provide the school district with important information and data about the school and district climate/culture. Met 27JUN2023 2023 29663730136424 Arete Charter Academy 6 According to an Arete generated survey, 81% of students feel staff listen to them when they have something to say (46/57 students). 96% of students report they feel staff at Arete always want them to do their best in 2023 (55/57 students). 90% of students feel staff at Arete believe they will be a success. 95% strongly agree or agree that their child feels safe at school. 5% of parents say they don't know and 0% say they disagree. Met 27JUN2023 2023 29664070000000 Union Hill Elementary 6 "The 2022 analysis resulted in a finding of overall positive results regarding school connectedness, motivation and relationships. The results of the California Health Kids Survey (CHKS) survey are reported to the Board of Trustees once the results are analyzed. The results suggest: 88% of our 7th grade students feel they are close to people at Union Hill. 74% of our 7th grade students feel they have a sense of belonging at Union Hill. Over half of our 7th grade students (59%) feel that school staff treat students fairly. 77% of our 7th grade students feel connected to Union Hill Middle School. 82% of our 7th grade students report they have at least one adult who they feel comfortable approaching an adult. 61% of our 7th grade students are satisfied with their family, friendships, and school experience. Very few students report and substance abuse. 100% of our staff believe that Union Hill School District provides instructional help to build social emotional competencies. 91% of staff believe students are hopeful for the future. 78% state that Union Hill has adequate counseling services for our students. IDENTIFIED NEED: Union Hill School District has been identified for Differentiated Assistance (DA) for suspensions and Chronic Absenteeism for our students with disabilities and ""two or more"" races and our socioeconomically disadvantaged students. We are currently partnering with the Nevada County Superintendent of Schools to determine root causes and develop an action plan which specifically will focus on parent communication with chronic absenteeism for our students with disabilities. Our change strategies are embedded within our goals and actions and is integrated into our 2023-2024 LCAP. Union Hill will need to continually monitor our SED students to ensure our discipline practices are not overused that result in students being removed from the classroom (ESSA Section 1112(b)(11)." Met "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 multi-tiered system of support including a robust Positive Behavioral Interventions and Supports (PBIS) including a ""Positive Attendance Initiative,"" an ""Anti-Bullying Initiative,"" an ""Alternative to Suspension Program"" and re-energized Social-Emotional Learning Curriculum for our students. As a result of educational partner feedback and state and local data, we have hired a Dean of Students to support our educational partners and students. 2. Union Hill has developed additional enrichment and intervention activities to meet the needs of our students through the Extended Learning Opportunity Plan. 3. Invest in additional hours for our Registered Behavioral Technicians (RBT), support for our school counselor and an Educationally Related Mental Health Counselor for students with disabilities. 4. Under LCAP Goal 3 (Educational Partners) we have hired a Parent Liaison-Communication Specialist to support our entire educational community with educational culture and positive educational climate." 20JUN2023 2023 29664076027197 Union Hill Elementary 6 "The 2022-2023 analysis of the California Healthy Kids Survey, which surveyed students, staff, and parents as well as the School Site Council's parent survey resulted in overall 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. According to the California Healthy Kids Survey 66% of students feel that school staff care about them while 71% of students report that adults at school encourage them to work hard so they can be successful in life. Overall, 74.2% of 6th grade students feel connected to school. Students feel that school staff have high expectations for them which results in 94% of students say these high expectations results in academic motivation. staff report that they believe students are hopeful for the future (91%) and 100% of staff believes that Union Hill provides instructional help to build social emotional competencies. We have supported 117 unduplicated students and 121 additional students with both intervention support and enrichment opportunities. Before school we offered Homework Help, Choir and Band. After school we offered Spanish, Makerspace, Band, Reading, Games, and Buddies. Union Hill School District hired a new principal for the 2022-2023 school who has demonstrated excellent Instructional Leadership skills and hired a new position, Dean of Students, in the Spring to support reducing chronic absenteeism, develop alternatives to suspensions as well as support student engagement. Lastly, we will add a new position for the 2023-2024 school year) Parent Liaison-Communication Specialist) to support community outreach, including web portal management, a well as support our district with parent volunteers and build capacity with staff and families within our educational community. 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) including a ""Positive Attendance Initiative,"" an ""Anti-Bullying Initiative,"" an ""Alternative to Suspension Program"" 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) and an additional Student Support Paraprofessional (SSP). 4. Under LCAP Goals 1-3 will provide professional learning and education to staff and parents in a 24/7 web portal." Met Our LCAP goals, specifically Goal #2, will support our school culture and climate with focus areas explicitly addressing areas of improvement. 20JUN2023 2023 29664150000000 Twin Ridges Elementary 6 "Twin Ridges conducted the CA Healthy Kids Survey this year. It also conducted its own local LCAP survey that collected school climate and perception of school safety and connectedness. First the CHK survey was underutilized and failed to meet any real standard of a survey that could be useful for information and/or learning about our school / LEA. There were simply not enough responses. The LCAP survey was markedly better, and showed that students and families overwhelmingly feel connected and safe to school. Strengths that can be gleaned from the latter survey are the improvements the school has made in substance use intervention, school processes around discipline and behavior intervention, and communication in general. The survey showed that progress can still be made around bullying, and the perception of bullying, as well as student and family tolerance of other ways of thinking/ being regarding family dynamics, gender, and student health education. The district has yet to identify a comprehensive ""turn-key"" bullying program, and is instead looking towards relationship and connectedness efforts that are more ""long-haul"" for improving this aspect of school climate. Particularly Breaking Down the Walls (or similar annual effort) and IIRP Proactive Restorative Circles. TRESD is confident that these two efforts will increase student and staff understanding of others, and subsequently reduce some of the other undesired behaviors and effect. TRESD also points to trauma-sensitive training underway here as well. Additional areas for improvement here, most obviously, is participation in data collection and surveys conducted by the school. This year, Grizzly Hill aggressively pursues input from families, but we sense that an underlying ""suspicion"" towards data collection, as well as challenges stemming from connectivity and family socioeconomics played into the low participation." Met 20JUN2023 2023 29768770000000 Penn Valley Union Elementary 6 PVUESD participated in the 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. 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.). This has proven to be very successful. Met 20JUN2023 2023 29768776111371 Vantage Point Charter 6 School climate and student/staff safety are a high priority at all times. In spring, 2023 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 20JUN2023 2023 30103060000000 Orange County Department of Education 6 OCDE administered the 2022-2023 Climate Survey to our ACCESS Community, ACCESS Juvenile Hall, and Orange County Special Education students which include questions related to school climate and safety. The responses provide valuable feedback as we continually evaluate our programs and services to ensure every student has the opportunity to develop and achieve 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 successful college and career transition upon their graduation. Our alternative schools and programs provide an important service and opportunity for at-promise students in Orange County. The unique circumstances by which students are referred to our program, require careful and prescriptive analysis in areas such as safety and a school climate that fosters student engagement to support their personal and academic achievement. The survey results are shared with school leadership as a key component in their analysis of the student supports provided to all students as well as a critical piece in the addition or modification of actions and services in the LCAP. This analysis resulted in ongoing funding for increased academic supports, school-based mental health services for general and special education students, as well as increased Social-Emotional Learning professional development opportunities for staff. Additionally, our School Accountability Report Cards and measures in our LCAP provide data and metrics related to student academic achievement, suspension, attendance, dropouts, and graduation rates. Our LEA has also adopted a comprehensive approach to address challenges related to student behavior via the Multi-Tiered Systems of Support (MTSS) framework, ensuring that all students receive the support and services they need in order to reach their full potential. The ACCESS Community School’s 2022-2023 Student Climate Survey reflected 80% of the students “Agreed” or “Strongly Agreed” that the school staff connects with students regarding their goals, plans, and interests, and 86% “Agreed” or “Strongly Agreed” that learning opportunities were both meaningful and engaging. Additionally, 76% of the Community School parents who responded indicated the school is a safe place for their child(ren). In our Orange County Special Education division, all (100%) of respondents indicated that they “Agreed” or “Strongly Agreed” that the school provides materials and learning tools that meet their educational needs and that learning opportunities provided by their schools and teachers are meaningful and engaging. 92% of the Special Education parents surveyed indicated the school was a safe place for their child(ren). These measures and responses reflect a school culture that is safe as well as responsive to student academic needs and level of engagement. Met 21JUN2023 2023 30103060126037 Samueli Academy 6 Samueli Academy administered the Challenge Success Stanford Survey of School Experiences student survey, results are as follows: • 44% of respondents stated they missed school in the last month due to a health or emotional problem. • 80.6% of respondents reported at least one stress-related health symptom in the past month. • 6.9% of respondents slept at least 9 hours per night. • Average hours of sleep on school nights: 6.8 • 85.9% of respondents reported engaging in at least one academically dishonest behavior in the past month. • 74.5% of respondents feel they have an adult at school they can go to if they have a personal problem. • 80.6% of respondents feel they have one other student at school they can go to if they have a personal problem. • On a scale of 1-5.0: Sense of belonging rated at 3.36 • 37% of respondents find ¾ to all of their homework useful. • 13.7% of respondents were employed at least 30 minutes per week. Met 27JUN2023 2023 30103060132613 Vista Heritage Global Academy 6 DATA Teachers have high expectations for me: 95% Agree/Strongly Agree Teachers make themselves available outside of class time: 87% Agree/Strongly Agree Teachers care that I learn: 95% Agree/Strongly Agree Teachers show a personal concern for me as an individual: 94% Agree/Strongly Agree I feel accepted by my teachers in my classes: 94% Agree/Strongly Agree I feel safe on campus: 92% Agree/Strongly Agree I feel a sense of community or belonging in my classes: 96% Agree/Strongly Agree Teachers ask me about my personal goals and plans for life: 74% Agree/Strongly Agree Teachers help me explore career goals: 72% Agree/Strongly Agree The classroom atmosphere supports my learning: 94% Agree/Strongly Agree I ask for help when I need it: 93% Agree/Strongly Agree Teachers encourage me to live a healthy lifestyle: 87% Agree/Strongly Agree I enjoy my teachers: 95% Agree/Strongly Agree Teachers help me learn: 98% Agree/Strongly Agree MEANING The survey data largely reveals strength in all areas with the need to improve in connecting with students in the areas of personal goals, plans for life and exploring of career goals. USE Our staff has analyzed the data and is developing schoolwide strategies to improve our approaches for connecting with students in the areas of personal goals, plans for life and exploring of career goals. Met 12JUN2023 2023 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: - Ninety-three percent of CCPA students surveyed felt the school was preparing them for college and/or career pathways. - Ninety-four percent of CCPA students surveyed felt that their school provides them with textbooks and learning materials to meet their needs. -Ninety-four 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 21JUN2023 2023 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. ? 74% of students agree or strongly agree that OPA staff has high expectations for them. ? 79% of student agree or strongly agree that OPA encourages high academic achievement ? 93% of students want to do well in school ? 72% of students say their teachers listen to them ? 76% state that teachers and school staff encourage students to do their best .Some areas for growth are providing students with opportunities to build relationships, character, respect and engagement in their education to build their desire to come to school. These areas will continue to be a focus and are being addressed through PBIS, MTSS, and the implementation of the OPA Graduate Profile. ? 69% of students state that they trust teachers and school staff ? 46% of students like coming to school This data has identified the need for teachers and school staff to focus on building positive, trusting relationships with students. Teachers also have taken the data around students liking coming to school and have worked together to create engaging lessons and projects. Overall, OPA is pleased with the data gathered. Met 20JUN2023 2023 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. While most students generally perceive the school as having a safe and positive climate, the level of agreement was not as strong as the other two areas. To ensure a safe and inclusive environment, Unity MCHS will implement anti-bullying programs and more monitoring around the campus. Not Met 23OCT2023 2023 30103060133983 Ednovate - Legacy College Prep. 6 South LA College Prep 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. In the 2022-23 school year, 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, and shared with the Board through our Strategic Plan dashboard. 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 2022-23 school year, 85.71% 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. Additionally, completes Quarterly FIT Walk-thru’s, and have followed all health and safety protocols to ensure our students and staff come into campus that everyone is in a safe environment. 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. 15JUN2023 2023 30103060134056 Orange County Academy of Sciences and Arts 6 Parent Survey 91% feel the school is safe. 95.8% feel connected to the school community. 90.3% Affirm “The school offers me opportunities to participate in parent meetings and councils.” 36% of Families Responded to Survey Teacher Survey 96% feel the school is safe. 85% feel connected to the school community. Met 27JUN2023 2023 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. 90% of families agreed that EPIC preparing their student(s) to be proficient in the California State Standards. 94.7% of parents believe EPIC teachers care about their child and help them to be successful. 92.8% 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 23JUN2023 2023 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. 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." Met 13JUN2023 2023 30103060134841 Orange County Workforce Innovation High 6 In the spring of 2023, 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: * 99% of the students reported that they felt safe * 97% students 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. During the school year, 100% staff reported that they felt safe, and 100% staff 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 06JUN2023 2023 30103060134940 Citrus Springs Charter 6 "In 2022-23, as part of the 2023 LCAP Educational Partner Survey, all students were asked to complete 24 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 students like, with helpful teachers and interesting activities, within a safe and connected environment where students follow the rules and are treated fairly. All students were encouraged to participate. On average, students responded positively to 59%, neutrally/I don't know to 26%, and negatively to 15% 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,” (82% of students responded ""yes"" and “I think my teachers work hard to help me with my schoolwork"" (81% of students responded ""yes""). The two statements with the highest negative ratings were: “I think this school has helped me learn about colleges” (37% of students responded ""no""), and “I have seen problems between people who look different,” (39% of students responded ""yes"" 35% responded “no” and 27% responded “neutral/I don’t know; 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 2023. The school plans to include a segment of the CHKS again in the 2023-24 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 Mental Health Services by partnering with Care Solace to provide students, staff, and families a connection to verified mental health providers 24 hours a day, 7 days a week, in 200+ languages. The school has also established a new partnership with Barstow Community College, increasing access to concurrently earn high school and college credits. We are proud to note that teachers and educational specialists have been recognized by students as their top choices in the survey for two years in a row. Conscientious support has a lasting positive effect on students both inside and outside of a classroom setting." Met 06JUN2023 2023 30103060137000 Vista Condor Global Academy 6 DATA Teachers have high expectations for me: 95% Agree/Strongly Agree Teachers make themselves available outside of class time: 87% Agree/Strongly Agree Teachers care that I learn: 95% Agree/Strongly Agree Teachers show a personal concern for me as an individual: 94% Agree/Strongly Agree I feel accepted by my teachers in my classes: 94% Agree/Strongly Agree I feel safe on campus: 92% Agree/Strongly Agree I feel a sense of community or belonging in my classes: 96% Agree/Strongly Agree Teachers ask me about my personal goals and plans for life: 74% Agree/Strongly Agree Teachers help me explore career goals: 72% Agree/Strongly Agree The classroom atmosphere supports my learning: 94% Agree/Strongly Agree I ask for help when I need it: 93% Agree/Strongly Agree Teachers encourage me to live a healthy lifestyle: 87% Agree/Strongly Agree I enjoy my teachers: 95% Agree/Strongly Agree Teachers help me learn: 98% Agree/Strongly Agree MEANING The survey data largely reveals strength in all areas with the need to improve in connecting with students in the areas of personal goals, plans for life and exploring of career goals. USE Our staff has analyzed the data and is developing schoolwide strategies to improve our approaches for connecting with students in the areas of personal goals, plans for life and exploring of career goals. Met 12JUN2023 2023 30103060137976 Tomorrow's Leadership Collaborative (TLC) Charter 6 TLC Charter School administered the CA Health Kids Survey (CHKS) to students in grades 3-5. The following represents the percentage of students by grade that expressed a sense of: School connectedness: • Grade 3: 78% • Grade 4: 69% • Grade 5: 55% Caring adult at school: • Grade 3: 75% • Grade 4: 70% • Grade 5: 69% Academic Motivation: • Grade 3: 72% • Grade 4: 81% • Grade 5: 83% School Safety – feel safe at school: • Grade 3: 68% • Grade 4: Not reported • Grade 5: 83% Met 20JUN2023 2023 30103060138800 Suncoast Preparatory Academy 6 Not Met For Two or More Years 2023 30103060139352 Sycamore Creek Community Charter 6 SCCCS Sends an annual survey to staff and parents, and works to get feedback from staff, parents, and students alike. The school is committed to addressing any important issues that arise. Additionally, SCCCS’ Parent Community Council and Board of Directors 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. SCCCS’ local indicators continue to grow. Data Year: 2022-23 Data Source: Local Survey Data Parents Parents Completing Survey was 22% of Families in school. 100% of Parents who feel school is safe. 85% of parents feeling a sense of connectedness to the school community. 80% of parents satisfied with the educational program at SCCCS. Students 100% of students who feel school is safe. 85% of students feeling a sense of connectedness to the school community. Staff 86% Staff Reports Strongly Agrees or Agrees: I feel supported through professional development opportunities. 100% Staff who feel school is safe. 71.4% of Staff feeling a sense of connectedness to the school community. Met 22JUN2023 2023 30103060139469 International School for Science and Culture 6 "To solicit feedback from students, students were given a survey both online using Google Forms and in person with one on one conversations with students. The students surveyed included all grade levels and cohorts. The survey’s purpose was to elicit students’ opinions and feedback about the following: 1. Which of the 5 ISSAC pillars are the most important to students? (The pillars include Trilingual, PBL, SELF, Differentiation, and STREAM) 2. Which of the above pillars are the most visible? 3. Which activities were the most memorable? 4. What did you learn from the activities that were the most memorable? 5. What else can ISSAC do to make your education better? 6. What would you say the top three needs are for our school? ISSAC's Project-Based-Learning program was seen as most memorable and enjoyable. This program gives students the opportunity to work with real-world issues and problems and requires them to present their thinking and results to a broader audience. Hands-on Science was seen as very important and as enjoyable as the Career Technical Education Lab. The Social Emotional Learning component of constructing one's own identity and capacity was seen as memorable and valuable. We have committed to a more thorough CTE Lab and Science Lab experience. We are continuing PBL as envisioned. In addition, we have made the SEL project on Identity into a ""Goals and Results"" project carried out individually by students across the whole school. In this project students set a six-week ""SMART"" goal and take the action steps to complete the goal with the support of their classroom community." Not Met For Two or More Years Post-pandemic discipline concerns are handled, and in addition, the community is able to be joyfully together each morning to do the Pledge of Allegiance, the ISSAC Pledge, and additionally share some music, dance or other activity. 2023 30103060139964 Orange County Classical Academy 6 On May 28th, students in our two highest grades, 7th and 8th grade, were prompted to engage in feedback directed to offer their input into the LCAP. A summary of that feedback was then discussed with OCCA Upper School Student Council to arrive at a deeper understanding of student voice. Students expressed appreciation for the virtue and purpose driven mission of the school. Recommendations for opportunities of improvement included more development of school culture, events and activities, clearer and more consistent discipline policy, and more opportunities for student voice. Students were most emphatic about ways to better realize our mission among students going forward. Therefore, among our school's Department Chairs will be included a Department Chair for Student Culture for both lower and upper schools who will be responsible for further developing our student governance and events program. The new Upper School Department Chair for Student Culture will be tasked with developing and executing a new House System for Student Governance intended to increase student ownership and offer an opportunity for greater student voice in our Upper Grades. Met 26JUN2023 2023 30103060140822 Irvine International Academy 6 Based on the results of our annual Family and Student survey, several strengths and areas of progress have been identified at our school. The survey revealed that over 85% of students highly value their relationships with teachers, indicating the success of our efforts in fostering strong connections in the classroom. Additionally, an impressive 90% of students reported feeling that our school is a safe place, reflecting the effectiveness of our safety protocols and initiatives. Furthermore, more than 85% of students stated that their teachers have established a positive community, showcasing the inclusive and welcoming atmosphere within their classrooms. In terms of areas for progress, the survey data suggests the need for further enhancement in student-teacher relationships, despite the majority of students valuing their current connections. To address this, ongoing professional development opportunities will be provided to educators, focusing on strengthening these relationships and improving overall student engagement. While the survey indicated that the majority of students perceive our school as safe, we recognize the importance of continuously sustaining and improving safety measures. Regular reviews of safety protocols, drills, and collaboration with stakeholders will be conducted to ensure the ongoing security and well-being of our students. Lastly, the survey data highlights the importance of strengthening community building efforts. Although teachers have successfully established a positive community, there is room for further improvement in facilitating student engagement and interaction. By exploring opportunities for stronger connections across grade levels and interests, we aim to promote a deeper sense of community throughout the school. These survey findings will serve as a valuable guide for our school's continuous improvement, enabling us to build upon our strengths while addressing areas that require further attention. Met 30JUN2023 2023 30103060141978 Vista Meridian Global Academy 6 Not Met For Two or More Years 2023 30103060142026 Oxford Preparatory Academy - Middle 6 Not Met For Two or More Years 2023 30103060142224 California Republic Leadership Academy Capistrano 6 Not Met For Two or More Years 2023 30103063030723 OCSA 6 Not Met For Two or More Years 2023 30647660000000 Lowell Joint 6 We had 357 responses to the School Climate survey for students in grades 3-7 in addition to a few questions from the parent survey that ask about how their kids perceive school. From the parent survey, 93% of parents Agree or Strongly Agree that their student is happy to go to school. Each Principal has been given the disaggregated data for their site to use in planning for the upcoming year. For our students, 95% of kids say they are happy to go to school which is a 14% increase from 2022. When asked if they felt the school helps set high standards, 86.7% marked Strongly Agree or Agree which is up 5.7%. 82% of students felt safe at school, which is up 5%. 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 2022-2023 school year, families were extremely appreciative of the efforts to meet the needs of their students despite great challenges. 82.6% of students responding to the survey felt that they had an identified adult on campus if they needed to go to someone for help, which is up from 75%. This is progress but not quite back to pre-pandemic levels over 90%. 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 remains 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 26JUN2023 2023 30664230000000 Anaheim Elementary 6 1. School Climate and Culture Indicators: -“Teacher-Student Relationships” (73% favorable) -“Sense of Belonging” (62% favorable) -“School Climate” (59% favorable) -“School Safety” (54% favorable) -“Engagement” (55% favorable) Social-Emotional Learning Indicators: -“Self-Management” (65% favorable) -“Social Awareness” (65% favorable) -“Emotion Regulation” (48% favorable) 2. 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 58% to 61%. Actual 2023 Results: 55%. -“Sense of Belonging” which measures how much students feel they are valued members of the school community. --The percent of students self reporting in the favorable range for Emotion Regulation will increase from 63% to 66%. Actual 2023 Results: 62%. 3. 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 teaching, asset-based pedagogy, and classroom management strategies. Tier 2 and 3 support for students experiencing escalated behaviors was increased in 2022-23 and will continue. This includes increased staffing of Community Support Teams as well as training on Behavior Action Plans. Met 14JUN2023 2023 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 2023 after two years of in-person instruction. The results were still 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/quarantine during the first half of the 2022-2023 school year. Scholar data was collected in two formats. Grade 3-6 scholars completed the “PBIS School Climate Survey: Elementary.” All TK-6 scholars completed responses 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? Scholar survey data indicated: • 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. • With scholar relationships, perceived improvements are needed in how they get along, how they treat each other, and their feeling of safety during recess, lunch, and lunch recess. • 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. 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 a year-to-year comparative analysis. The last school year, 114 parents completed the survey that was delivered electronically via ParentSquare. This is 42 less than in 2021-2022, although the collection methodology we used was the same. The parent data was very positive with most items rated as Mostly True or Sometimes True. Areas where improvement was needed included: • VMCS has an appropriate set of rules and consequences for behavior. • VMCS scholars are respectful to each other. • My child understands his/her homework. • I receive support from the school on how to help my child at home. • There are opportunities for parents to attend trainings at VMCS. • There are opportunities to know each other at VMCS. The certificated staff survey was created by two of our TOASs to increase relevancy. The insights offered were discussed at two Teacher Think Tank Sessions. Met Meaning Vibrant Minds Charter School is both a school and a district. There are no disaggregated results since we are a single-school district. Use • We are currently seeking improved facilities. It is hoped that our school will be re-located for the 2024-2025 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 provide additional individual and small group counseling. • There will be a focus on helping our parents understand our school’s Behavioral Support Plan, as well as observe our scholars in action. • There will be a renewed effort to provide parent sessions on how to support their scholars at home, as well as other parent-selected trainings. • While there are many opportunities for parents to meet each other at the plethora of events at our school, something as simple as name tags may help them initiate interactions with each other. 21JUN2023 2023 30664236027379 Palm Lane Global Academy 6 DATA Teachers have high expectations for me: 95% Agree/Strongly Agree Teachers make themselves available outside of class time: 87% Agree/Strongly Agree Teachers care that I learn: 95% Agree/Strongly Agree Teachers show a personal concern for me as an individual: 94% Agree/Strongly Agree I feel accepted by my teachers in my classes: 94% Agree/Strongly Agree I feel safe on campus: 92% Agree/Strongly Agree I feel a sense of community or belonging in my classes: 96% Agree/Strongly Agree Teachers ask me about my personal goals and plans for life: 74% Agree/Strongly Agree Teachers help me explore career goals: 72% Agree/Strongly Agree The classroom atmosphere supports my learning: 94% Agree/Strongly Agree I ask for help when I need it: 93% Agree/Strongly Agree Teachers encourage me to live a healthy lifestyle: 87% Agree/Strongly Agree I enjoy my teachers: 95% Agree/Strongly Agree Teachers help me learn: 98% Agree/Strongly Agree MEANING The survey data largely reveals strength in all areas with the need to improve in connecting with students in the areas of personal goals, plans for life and exploring of career goals. USE Our staff has analyzed the data and is developing schoolwide strategies to improve our approaches for connecting with students in the areas of personal goals, plans for life and exploring of career goals. Met 12JUN2023 2023 30664310000000 Anaheim Union High 6 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. 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. 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 as well. Met 08JUN2023 2023 30664490000000 Brea-Olinda Unified 6 This year, BOUSD broadened efforts to engage with, and create authentic opportunities for educational partners to share their feedback on the goals, actions and overall function of our district as related to its understanding of the district’s climate and culture. Parents, students and staff members participated in the 2022-2023 California Healthy Kids Survey (CHKS), which gave educational partners the opportunity to provide feedback on a wide range of issues related to the district’s climate and culture. 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 and in person meetings with the Assistant Superintendent of Educational Services. Our students were extremely brave and honest about areas of strength, and areas of growth, and provided us with firsthand experiential feedback. 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, the district’s Parent Teacher Organization (PTO), the Significant Disproportionality Advisory Committee, and site level input mechanisms. The district took purposeful and meaningful steps to communicate via social media, parent messenger, and principal newsletters, encouraging parents to share their feedback. All of this provides insight to the overall climate and culture of the district. Reflections on the Data: Survey results reflected strong feelings of safety, connectedness and satisfaction amongst all of our educational partner groups. There seems to be a high level of trust and satisfaction among stakeholder groups in general, but all groups (parent, student and certificated/classified staff) continued to express the need for increased social and emotional support for students, and staff members and a need for increased support staff and personnel to put this into action. Areas of Strength, Challenges and Barriers: Reflections on the data have compelled the district to take a hard look at the way it allocates resources and personnel to support the needs of students and staff. To this end, it has been a strength of the district to provide counseling support at all seven elementary schools, but the sustainability of this practice is a challenge because of the limited supplemental and categorical funding the district gets due to its low UPP. Use of the Data: As with all other data, the district will continue to use the data to inform its goals and priorities into the 2023-2024 school year. It will make the case that school climate is a critical element of overall school health and necessary to the wellbeing and success of every student. Met Educational Partners and any other interested parties wanting more information regarding the data that was used to analyze our school climate should visit www.bousd.us or contact Educational Services at 714-990-7533 29JUN2023 2023 30664560000000 Buena Park Elementary 6 The Buena Park School District (BPSD) employs different methods to measure local climate. The first measure is through the LCAP survey and focus group interviews given each spring. There are specific questions asked of students related to school climate. Ninety percent of students stated that they believed the school is keeping students and teachers healthy and safe. When asked if they could talk with a counselor about their feelings when needed, 83% agreed that they could. When asked if teachers and adults make them feel welcome, 92.6% agreed. Another survey used measures social-emotional learning, student competency and well-being. Students were given the survey twice year (fall and spring) during the 2022-23 school year. Two areas in particular are tracked as they are in alignment with our LCAP goals. The first is supportive relationships that measure how supported students feel through their relationships with friends, family, and adults at school. For grades 3 - 5, 87% of students felt that they were being supported at the start and end of the year. For students in grades 6 - 8, 82% felt supported at the beginning of the year with a 3% increase by end of year. Every two years, our students participate in the California Healthy Kids survey. That survey was just given at the end of the 2022-23 school year. Once results are received, we will compare them with prior results to identify areas of growth and priorities for improvement. Another area that is analyzed on an on-going basis is attendance, suspensions and expulsions. We know that high attendance is key to academic learning. Attendance rate for 2022-23 school year to date was 92.2%. Our goal for next year is 96%. There were 87 suspensions during the 2022-23 school year at the time of LCAP submission. The goal is a 15% reduction for next year. There were zero expulsions. The Student and Community Services department is working closely with school sites to build positive relationships with families to stress the importance of school attendance. In response to improving attendance, the District is looking to add an outreach liaison to reach out to families and encourage student attendance. We will continue using these measurement processes into the 2023-24 school year. Met 26JUN2023 2023 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. In January-February, 2022, 10,660 students in grades 5, 7, 9, and 11 participated. All surveys are voluntary and anonymous and the overall participation rate was 76.5%. 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 increase from the previous year in Academic Motivation, Parent Involvement in School, and Meaningful Participation. There is a slight decrease in Caring Relationships, High Expectations, Fairness, Social Emotional Supports, Anti-Bullying and Positive Behavior and Perceived School Safety. There are more significant decreases in Low Violence, Rule Clarity and Facilities Upkeep. For grade 7, the climate indicators showed either no change from the previous year or decreases in most measures. There were large declines (more than 5%) in Caring Relationship, Perceived School Safety, Low Violence, No Harassment, No Mean Rumors, and No Fear of Getting Beat Up. There is a slight increase in No Substance Use indicating that less students are reporting that this is a problem at their school. For grade 9 and 11, all climate indicators are down except Perceived School Safety. Academic Motivation, Academic Motivation, High Expectations, and No Substance Use at school which have slightly increased. To continue to support a safe and healthy school climate, staff will continue with social emotional counselors at all school sites, PBIS, Restorative Practices, implementation of the Cultural Proficiency Plan, and the CUSD Cares mental health and wellness plan. Met 14JUN2023 2023 30664640106765 California Connections Academy Southern California 6 1. DATA: How much do you like your Connections Academy school? I like it a lot / I like it a little = 96% How much do you like your Connections Academy Teachers? I like it a lot / I like it a little = 98% Will you be attending Connections Academy again next year? I will definitely attend next year / I might attend next year = 87% Would you recommend Connections Academy to other kids? I would recommend it to anyone / I would recommend it to other kids who I think would like it = 96% 2. MEANING: We are very pleased with the overall satisfaction rate of our students. Their appreciation of both the school and their teachers is encouraging. We will continue to refine practices to help these rates increase. 3. USE: We are very much interested in increasing the percentage of students that remain with us year after year. Slowing mobility will have a positive effect on all student success outcomes. We continue to examine and refine practices to increase retention. One such action is our continued efforts in school wide social emotional support training that began in the 2021-2022 school year. Met 21JUN2023 2023 30664640123729 Community Roots Academy 6 Community Roots Academy administered the Panorama Education School Climate survey to students in elementary and middle school. Results will be presented to our educational partners to identify strengths and areas for growth. Results summary - Elementary School (166 respondents): Grades 3-5 • 58% Grit: How well students are able to persevere through setbacks to achieve important long-term goals. • 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. • 45% 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. • 67% School Safety: Perceptions of student physical and psychological safety at school. Results summary - Middle School (197 respondents); Grades 6-8 • 52% Grit: How well students are able to persevere through setbacks to achieve important long-term goals. • 35% School Belonging: How much students feel that they are valued members of the school community. • 36% School Climate: Perceptions of the overall social and learning climate of the school. • 22% School engagement: how attentive and invested students are in school. • 61% School rigorous expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. • 52% School Safety: Perceptions of student physical and psychological safety at school Met 22JUN2023 2023 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. ? 74% of students agree or strongly agree that OPA staff has high expectations for them. ? 79% of student agree or strongly agree that OPA encourages high academic achievement ? 93% of students want to do well in school ? 72% of students say their teachers listen to them ? 76% state that teachers and school staff encourage students to do their best .Some areas for growth are providing students with opportunities to build relationships, character, respect and engagement in their education to build their desire to come to school. These areas will continue to be a focus and are being addressed through PBIS, MTSS, and the implementation of the OPA Graduate Profile. ? 69% of students state that they trust teachers and school staff ? 46% of students like coming to school This data has identified the need for teachers and school staff to focus on building positive, trusting relationships with students. Teachers also have taken the data around students liking coming to school and have worked together to create engaging lessons and projects. Overall, OPA is pleased with the data gathered. Met 20JUN2023 2023 30664640140061 OCASA College Prep 6 Local Climate Survey 2022-23 Parent Survey 79.5% feel the school is safe. 82.1% feel connected to the school community. 97.5% Affirm “The school offers me opportunities to participate in parent meetings and councils.” 47.5% of Families Responded to Survey Teacher Survey 96% feel the school is safe. 85% feel connected to the school community. Met 27JUN2023 2023 30664646117758 Journey 6 A locally designed climate survey was admistered in spring of 2023 and followed up by administration of a the SAEBRS (Social, Academic, and Emotional Behavior Risk Screener) in spring of 2023. 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 from this survey and screener 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 15JUN2023 2023 30664646120356 Opportunities for Learning - Capistrano 6 OFL Capo used the result data from the 22-23 School Climate Survey and Fall/Spring LCAP Surveys to determine areas of strength and growth for the school. Areas of Strengths: OFL- Capo’s area of strength across all respondent groups (staff, parents, students) was Professional Relationships. This scale focused on the quality of working relationships among school staff. This scale is organized under the major areas that contribute to school climate: Working/Environment. The Fall Survey identified the staff creating a safe and comfortable environment as a strength for the school with 96.7% of students and 95.46% of parents agreeing with that statement. 90.91% of staff also stated that the working environment at the school is positive. In addition, 85.72% of students and 84.21% of parents indicated that students enjoy coming to school. The Spring Survey results identified respectful relationships between staff and students with 94.9% in agreement and 90.2% indicating positive/uplifting energy at school Areas of Growth OFL-CAPO’s area of focus across all respondent groups in the School Climate Survey was in Social Media. This scale focuses on the degree to which people feel safe in social-emotional terms on social media. Questions on this scale probe experience and exposure to verbal abuse, harassment, and exclusion on social media. This scale is organized under the major areas that contribute to school climate: Social Media In addition the Fall and Spring Survey results identified areas of growth in engagement and safety based on the following: 76.6.9% of parents attending parent group/workshop offered by the school, 60.39% of students believing that they matter to others at school, 31.8% don’t feel as part of the school community and only 76.3% of students almost never worry about violence at school. In order to leverage on the identified strengths of the school and address the areas of growth, OFL- Capo will continue efforts to maintain a safe and positive learning environment in which educational partners feel connected to the school and has included LCAP Goal 4 Action 1 and Goal 3 Action 2. This will also allow the school to leverage the resources needed to maintain and further improve upon educational partner outreach and engagement, continue feedback from partners and further serve to improve upon the instructional program. Met 28JUN2023 2023 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 educational partners to provide input and perspectives regarding student learning, resources, cultivating positive school climate and maintaining clean and supportive learning environments. In December 2023 , a survey was conducted and included students, staff, and parents/community. There were 2,924 students who completed the survey, and 95% 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 93% 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. Current student survey responses show that 88% agree/strongly agree that they feel safe while at school and 92% agree/strongly agree that they look forward to attending school. School principals/teacher leaders led focus groups with student representatives to follow up on selected questions from the LCAP Student Surveys including perceptions of school safety, recognition, Visual and Performing Arts (VAPA) and Science Technology Engineering Arts Math (STEAM) programs, conditions of school facilities, and respect of diversity of families. Students shared that many did not understand some of the terms used in the LCAP Surveys such as diversity, VAPA, and STEM. Students proposed action steps to make improvements in these areas, many of which included teaching students about these terms before administering the next LCAP and holding events and assemblies to increase understanding of topics such as diversity, VAPA, and STEM. In the area of school safety, students proposed more communication and understanding of physical safety including facilities and disaster preparedness, emotional safety including connectedness and engagement practices, and creating a positive environment, and lastly health and wellness including health and safety protocols, social emotional learning activities and mental health awareness and support. Many items are covered in the safety plans of the school; however, increased communication of all aspects of safety will be presented to students to increase their understanding and knowledge of all the safety measures taken to support their academic journeys at school. In addition, STEAM, VAPA, and Expanding Learning Opportunities Program (ELOP) have been enhanced to provide students with engaging learning opportunities during and after the school day. The District will continue to provide our students the opportunity to provide input on school climate to ensure that all resources and supports are utilized for maintaining a positive school climate at all district schools. Met 07JUN2023 2023 30664800000000 Cypress Elementary 6 The Cypress School District administers an annual school climate survey to all students annually. The survey administered during the 2022/23 school year yielded the following findings: Regarding relationships, connectedness, and engagement, 92.9% of students reported that the learning environment was positive at their school, 88.8% of students reported that they felt connected to their school community, and 92.2% reported that their school creates a welcoming environment for all families in the community. Regarding safety, 92.7% of students reported that they felt their school was safe, and 96.4% 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 81% of students responded that they agree /strongly agree with statements that the district uses to determine student engagement and connectedness: 84.5% know the school expectations (rules) 81.6% believe the consequences are fair 92.1% know the rewards and consequences 85.4% feel they are recognized for positive behavior 92.9% believe the learning environment is positive at the school Relationships and Connectedness At least 82% 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. 88.8% The school staff works to develop trusting relationships with families 88.8% I feel connected to my school community 92.2% The school creates a welcoming environment 87.8% There are a variety of family involvement opportunities at my school 90.1% have a least one adult they are comfortable talking to about problems or asking for help 82.1% The school staff learn about family strengths, cultures, languages, and goals for their children Safety At least 92% of students responded that they agree/strongly agree with statements that the district uses to determine student perceptions of safety and cleanliness. 96.4% If an emergency happens at school, students know what to do 92.7% The school is safe 14JUN2023 2023 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. FVSD utilizes the California Healthy Kids Survey (CHKS), administered for 5th- and 7th-grade students annually, to gain insight into the experiences of students on school campuses, as well as the overall social-emotional well-being of students. The District received results from the 2021-22 California Healthy Kids Survey in July 2022 and shared those results with school administrators during professional development activities. The survey enabled school administrators, teachers, and student leadership groups to analyze data in order to improve the school climate. The 2021-22 CHKS School Climate Indicators Report showed that FVSD 5th-grade students reported results meeting or exceeding the state's 3-year average (2019-2021) in most areas of the survey including ""School Connectedness"" (78%), ""Academic Motivation"" (86%), ""High Expectations"" (87%), ""Perceived School Safety"" (87%), ""Anti-Bullying Climate"" (76%), and ""Low Violence Victimization"" (71%). At the elementary level, FVSD continues to focus on the areas of ""Building Caring Relationships"" (72%), ""Meaningful Participation"" (40%), ""Social Emotional Learning Supports"" (73%), and ""Parent Involvement in Schooling"" (74%). The data reported reflects the percentage of positive responses to question cluster areas on the survey. Results from the 2021-22 CHKS School Climate Indicators for 7th-grade students were reported in a different manner than those reported for 5th-grade students, as the report utilized comparison year data from prior to the COVID-19 Pandemic (2017-2019 results). Comparing the averages of the 2021-22 survey to the results from prior to the pandemic significantly skews the report. As such, FVSD views the data reported in the 2021-22 CHKS School Climate Indicators as baseline data that is more appropriate for comparison moving forward, rather than in comparison to data collected prior to the pandemic. The 2021-22 survey established baselines for multiple reporting areas including ""School Connectedness"" (61%), ""Academic Motivation"" (60%), ""Two or Fewer Absences/Month"" (88%), ""High Expectations"" (69%), ""Meaningful Participation"" (23%), ""Perceived School Safety"" (63%), ""Low Violence Victimization"" (67%), ""No Fear of Getting Beaten Up"" (78%), and ""No Substance Use at School"" (99%). Improving school climates will continue to be an area of focus across the Fountain Valley School District." Met Improving school climates will continue to be an area of focus across the Fountain Valley School District. Throughout the 2023-24 school year, the district leadership team will be working closely with principals, school counselors, and school staff to continue improving 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. 22JUN2023 2023 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. The surveys gathered feedback from students in the 4th through 8th grades across all school sites. Students were given a linear scale of 1 to 4 to rate each question, with any score above 3 considered favorable. The following data represents 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. When asked about 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. 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 schoolwide emergency occurred, to which the average score was 3.52 on a 4-point scale. The Fullerton School District also administered the California Healthy Kids Survey to students in 5th and 7th grade. Within this survey, 65% of 7th-graders believe that the adults at school tell them that they do a good job. In the area of high expectations, 79% of 7th-grade students reported “pretty much true” or “very true” when asked if they believe teachers want them to do their best. Focusing on 5th-grade results, the first area covers caring relationships. When asked if there are teachers who care about them, 72% of students indicated that this is true. Also, 86% of students in the 5th grade stated that their teachers believe they can do a good job. Finally, 95% of students indicated that they have teachers who believe they can do their best. 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 20JUN2023 2023 30665140000000 Fullerton Joint Union High 6 The District utilizes two measures, the annual Local Control Accountability Plan (LCAP) survey and the FJUHSD Wellness Screener, 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 (85%). Most students (81%) 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 yearly professional development efforts. Anti-bullying and related cyber security/social media bullying have been discussed in all English classes. The District will continue to 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 (83%) Most students feel their school cares about their emotional health (76%) Most students feel like the school facilities and grounds are neat, clean, and kept in good repair (83%) Most students feel mentally/emotionally safe at school (76%). However, only 66% feel comfortable accessing mental health support on campus. There is room for growth in making students aware of, and comfortable with, accessing social/emotional support systems on campus. Seven Mental Health Specialists have been hired to increase both awareness and direct support to students. This is in addition to the 21 school psychologists supporting students across the District. Most students agree they feel welcomed at school (87%). However, 26% 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 13JUN2023 2023 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 spring 2022-23 Strategic Plan Survey administration and spring 2021 CHKS administration (grades 6, 7, 9 and 11 every other year). This is the most current CHKS data as the 2022-23 results have not been released. The Strategic Plan Survey contains similar items to CHKS, and collects responses from a much larger sample size, from over 24,000 students in grades three through twelve. The Strategic Plan Survey contains items that measure “school connectedness,” which include the following results: 56% of students are happy at school (29% neutral) 61% are proud to attend their school (29% neutral) 56% feel a part of the school (30% neutral) 80% believe they have opportunities for meaningful participation (15% neutral) Results from the 2020-21 CHKS show 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 and 58% in grade 11 reported a high to moderate level of school connectedness. In all grades surveyed, males have a higher percentage 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 and School Community Liaison time was also allotted to each school site to provide necessary resources for students and families post-pandemic. The Strategic Plan Survey results found that 61% of students in grades 3-12 agree and strongly agree feel safe at school. Another 27% 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 using STOPit. Only 3% 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 and 73% in grade 11 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, STOPit, to report bullying or other mental health concerns. Programs and professional development to support student safety, student mental health/counseling include Restorative Practices, Positive Behavioral Interventions and Support (PBIS), school-based counseling, social worker supports and the five GGUSD Family Resource Centers located in each Board Trustee Areas. Met 20JUN2023 2023 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. The data provided are results from the 2021-2022 California Health Kids Survey (CHKS). The next administration of the CHKS will be in 2023-2024. On the CHKS, 73% of 5th grade students and 94% of 7th grade students participated in the most recent survey administration during the 2021-22 school year and the results reflected the following: 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. Additionally, a local parent survey was conducted in spring 2023. Based on the results of the survey, 86% of participants reported an increased level of trust in the district when compared to previous year. The LCAP 2023-2024 addresses connectedness and safety by re-training staff on Positive Behavior Interventions and Supports (PBIS). Met 20JUN2023 2023 30665300134221 Kinetic Academy 6 Data: Kinetic Academy surveyed 4th - 8th grade students using the California Healthy Kids Survey in April 2023. 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. We continue to recognize our students for positive contributions that they make to school and also the community. 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 15JUN2023 2023 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 2023, 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 (80%), Parents (86%), Staff (85%) • Students are happy to be at their school. Students (79%), Parents (89%) • Teachers care about students and their learning. Students (85%) • The learning environment at the school is positive and supportive. Parents (85%) • Students feel connected to their school. Students (67%) • The school is supportive of student wellness and has programs that address social-emotional needs. (Staff 94%) • Students have sufficient opportunities to engage in school programs/activities. Students (89%), Parents (84%), Staff (94%) The data collected in this survey was analyzed and included in the 2023-24 LCAP revision process. Additionally, the data are further disaggregated and distributed to school sites for analysis in their continuous improvement processes. Met 27JUN2023 2023 30665550000000 Laguna Beach Unified 6 The District annual LCAP Survey, designed in partnership with Qualtrics Research, is conducted in order to gather critical student perception data related to school climate. According to the LCAP Student Survey, 82% of respondents reported LBUSD provides a positive learning environment, (13% indicated neutral responses), and 94% 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 (11% indicated neutral responses). 88% of students surveyed reported positive or neutral feelings when asked if staff members provide meaningful school work, while 88% 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, 81% of students indicated positive or neutral feelings about students receiving effective supports. Over the past year, LBUSD continued to focus 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. Through the Qualtrics stakeholder survey, 81% of students indicated staff support equity and diversity within the community (14% provided neutral responses). 77% of student respondents expressed the school environment is safe for all voices (14% indicated neutral feelings on this topic). LBUSD will continue to focus on building safe, supportive, and engaging classroom communities. 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 25MAY2023 2023 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 (Spring 2023) to measure the school climate through the lens of students. Students in Grades 5-8 were surveyed. 66% of participating students said they like school almost always/always or often. A higher percentage of 5th graders said they liked school (75%) than 6th graders (68%), 8th graders (69%), and 7th graders (56%). 5th grade students had the highest engagement (rated Highly Engaged or Engaged) at 85%. 78% of 6th graders, 80% of 7th graders, and 78% of 8th graders. 92% of students reported having at least one friend at school. 71% of participating students said they feel accepted at their school and 65% 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. 29JUN2023 2023 30665890000000 Magnolia Elementary 6 Magnolia Elementary School District administers an annual school climate survey to students in grades 4-6. A total of 1,451 students participated. This is an increase of 386 students as compared to the 2021-22 school year. January 2023 administration of the survey yielded the following findings: 1) 77% of students reported that they feel that their school is safe. This is a 3% decrease as compared to the 2021-22 school year; 2) 99% of students report that help is readily available when they need it. This is a 7% increase as compared to the 2021-22 school year; 3)90% of students report that it is very important for them to attend school every day. This is a 3% decrease as compared to the 2021-22 school year' 4)90% of students report that students in the school are kind to each other, 36% responding with the highest rating, and 54% 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. MSD 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 piloted a new platform called Educlimber that integrates student academic and behavioral data that will assist the District in strengthening and enhancing service delivery and progress monitoring for both academic and behavioral supports. Assessments and resources for providing more intensive interventions to support students with behavior needs are also being developed. The COVID-19 pandemic had an impact on chronic absenteeism rate. The District followed all state and public health guidelines in regards to quarantine practices to keep children and staff safe. The impact resulted in a higher rate of student absences. As a result, MSD qualified for Differentiated Assistance. MSD will address Chronic Absenteeism by the following actions: 1) Invite all students to Saturday Academy on the following dates: March 11 and 25, 2023, and April 1, 2023. Continue in 2023-24 school year; 2) Revise the Student Attendance Review Board (SARB) process to include more intervention opportunities and education for parents and families and include additional early warning systems; 3) Relaunch the Student and Attendance Engagement Teams to support with parent outreach and support for students struggling with chronic absenteeism; 4) Complete and progress monitor Truancy Interventions for the Student Attendance Review Team (SART) meeting. On the 2022 CA School Dashboard, Magnolia School District received a Low Status Level in Suspension Rate. This status level signifies improvement. Met 22JUN2023 2023 30665970000000 Newport-Mesa Unified 6 "NMUSD administered the California Healthy Kids Survey (CHKS) in 2020-21, 2021-22, and 2022-23. 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 1) school connectedness, 2) caring adults, and 3) high expectations. Greater percentages of students responding “Yes, most of the time” or “Yes, all of the time” or “Agree” or “Strongly agree” are desired. In all three areas, 5th graders responded with the highest percentages - 73%, 71%, and 85% respectively. As the grade levels increase, the percentages decrease progressively from 5th to 7th to 9th to 11th grade, with 11th graders responding affirmatively 62%, 62%, and 70% 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 and emotional wellbeing, mental health and wellness, and positive behavior as complements to academics. Examples of this investment are ongoing and increased staffing to support student connection (elementary counselors for all 22 elementary schools, social workers, behavior specialists, referrals to external counseling services) as well as programming focused on Restorative Practices and Positive Behavioral Supports and Interventions." Met NMUSD has administered CHKS annually since 2020-21. The most recently available results from the 2022-23 school year were presented to the local Board of Education and the public in June 2023. In this presentation, 2021-22 and 2022-23 results were included for comparison purposes. It should be noted that NMUSD’s participation rate goal for schools is 85%; for 2022-23, the response rates were 59% for 5th grade, 83% for 7th grade, 85% for 9th grade, and 70% for 11th grade. 20JUN2023 2023 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 eighth grade participate in a locally developed survey. The anonymous confidential surveys measure student perception of school safety and connectedness. Results are shared with site administrators and provide valuable information when planning student support. During the Spring 2023 administration, in response to “Do you feel safe at school? 85% of 2nd/3rd, 79% of 4th/5th, and 60% of 6th-8th grade students selected Most of the Time/Always. In response to, “Do you feel the teachers and adults at your school care about you??” 89% of 2nd/3rd, 82% of 4th/5th, and 53% of 6th-8th grade students selected Most of the Time/Always. In response to, “Do you feel the teachers and other adults at your school listen to you?” 74% of 2nd/3rd and in response to, “Do teachers and other adults treat students at your school with respect?” 87% of 4th/5th, and 69% of 6th-8th grade students selected Most of the Time/Always. In response to, “Does your school teach students to treat each other nicely?” 92% of 2nd/3rd and in response to, “Are students at your school taught that bullying is not allowed?” 86% of 4th/5th and 75% of 6th-8th grade students selected Most of the Time/Always. OVSD continues to focus efforts on school climate. The surveys, along with patterns and trends in discipline, attendance, and suspension, indicate the areas of attention are increasing student voice and student feeling of belongingness at school as well as, continuing to develop social and emotional instruction in all schools. Strengthening these areas involves continuing to review and improve Positive Behavioral Interventions and Supports (PBIS), Restorative Practices, bully prevention, and school attendance to reinforce student feelings of safety and school connectedness. Met 27JUN2023 2023 30666210000000 Orange Unified 6 "OUSD selected the Each Mind Matters School Climate Student Survey licensed through OCDE as its local performance indicator of school safety and connectedness. The State Board of Ed 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 school safety and connectedness. The voluntary survey was administered 1/24/22 - 2/11/22 to 6th, 8th, and 10th graders. Active permission was required for elementary students to participate; passive permission was accepted for secondary students. 3,354 students participated. The focus of the survey was to produce data to assist district and site administrators in making improvements in students’ safety and sense of respect and connectedness at school. Our goal is to make growth in achieving a positive school climate on every campus. There were no areas that indicated ""need for improvement;"" however, OUSD will implement MTSS to embrace all students in a positive environment that promotes health and wellness. OUSD will to provide opportunities for engagement and grow student leadership and voice. Responses to a sense of physical, social and emotional security were positive, and students are less concerned with the threat of cyber-bullying. This supports anti-bullying campaigns district-wiede. 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 programs such as AVID, AP, IB and CTE, we anticipate this percentage to grow. Social support from an adult or another peer is also a strength as is social connectedness and engagement. Areas for increased focus are social and civic learning and respect for diversity. Cultural relevancy is a focal point for professional development for our staff and more discussion is needed with students. These results will generate much conversation with school and district administration on how to better equip our students. The survey has 5 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. Sites received a copy of their data and overall district data to inform their SPSA. Our Board received an overview and a summation of results in June. We will explore other climate surveys through the use of a task force to meet the needs of our community and administer either this survey or a new one in the 2023/24 school year." Met 20JUN2023 2023 30666216085328 Santiago Middle 6 Santiago continually solicits feedback on school climate and culture. As an MTSS Initiative, Santiago has a team of educators who focus solely on maintaining a culture of kindness and inclusivity. In the most recent WASC accreditation cycle, the culture and climate of Santiago was noted as one of the upstanding strengths of the school. In addition to WASC-provided feedback, Santiago utilizes data from the LCAP Survey to support areas of growth and strengths within the Culture/Climate priority. The data is disaggregated by the MTSS team and a plan is put into place to address growth areas on a regular basis. Met Santiago continually gets great feedback in person, on surveys and via social media. 28JUN2023 2023 30666216094874 El Rancho Charter 6 El Rancho Promotes a Caring and Friendly Environment. Those who responded 86% agreed and 11% somewhat agreed that El Rancho provided a caring and friendly environment. Based on the yearly LCAP survey, PTSA input, and student survey's, El Rancho continues to analyze ongoing ways to improve our school climate. El Rancho Works with My Child to Help Them Do Their Best in School. Those who responded 88% agreed and 12% somewhat agreed that El Rancho works with their child to help them do their best in school. El Rancho is Clean, Safe, and in Good Condition. Those who responded 86% agreed and 14% somewhat agreed that El Rancho is clean, safe, and in good condition. El Rancho continues to assess yearly our school climate through survey's (LCAP and student). Met 10MAY2023 2023 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, and (4) Safe and Respectful Environment In partnership with Bell Educational Solutions, comparative data from 2019, 2021, 2022, and 2023 was analyzed to provide site and district administrators with pertinent feedback 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 2023 included 6,080 students. The data was disaggregated by grade span, and results indicate the following: Most students ""Feel safe at school"" – 88% (3rd grade); 88% (5th grade); 73% (8th grade); and 76% (10th grade). These statistics remained relatively static from the previous year and only varied by 1% - 3%. 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 an increase of 2% from the previous year. The statement ""I feel like I belong at this school"" remained the same 80% of students rated ""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 1%. The percentage of students that ""Completely Agreed"" or ""Agreed"" increased from 80% in 2022 to 82% in 2023. In summary, the survey data reflects an overall positive school climate concerning safety and connectedness. While minor fluctuations may occur from year to year, these trends highlight the district's dedication to creating a safe and supportive environment for students. This data serves as an essential foundation for ongoing improvement efforts, guiding decision-making related to school policies and programs as the district continues its journey of continuous improvement. We will continue implementing PBIS with fidelity and regularly review school climate data with our educational partners." Met 20JUN2023 2023 30666700000000 Santa Ana Unified 6 This data analysis captures students’ responses to Panorama survey questions related to their concepts of feeling safe at school and a sense of belonging. Elementary 5,073 grades 4-5 student responses Sense of Belonging (school connectedness) *74% of students reported feeling a positive sense of being accepted, valued, and included, by others (teachers and peers) in all school settings. Students report feeling welcomed at the school. Safety *67% of students reported feeling safe at and around school, including feeling safe from verbal abuse, teasing, or exclusion by others in the school Secondary 18,861 grades 6-12 student responses Sense of Belonging (school connectedness) (Panorama, Spring 2023) *57% of students reported feeling a positive sense of being accepted, valued, and included, by others (teachers and peers) in all school settings. Students report feeling welcomed at the school. Safety (Panorama, Spring 2023) *72% of students reported feeling safe at school and around school, including feeling safe from verbal abuse, teasing, or exclusion by others in the school Interpersonal Well-Being (Panorama, Winter 2022) Seeking peer support when in need *Grades 4-5 60% favorably 5,426 responses *Grades 6-12 61% favorable 18,617 responses Personal Well-Being as it relates to managing feelings *Grades 4-5 52% favorable 5,426 responses *Grades 6-12 47% favorable 18,617 responses The District has continued to enhance school climate through Restorative Practices training and building staff capacity to include elements of Adult Learning Theory, SEL framework, and SEL curriculum Step. Second Step Champions were identified from school sites. Our We Care-Suicide Prevention Campaign expansion generated more than 70 task force members of school staff, community members, and the Santa Ana Mental Health Collaborative. The task force created a We Care Toolkit, a resource website, and facilitated a We Care Resource Fair on a high school campus with over 30 community partners. Our suicide prevention campaign culminated with the city of Santa Ana’s proclamation of We Care Day. A continued Priority is the expansion of the coordination of services teams at all school sites. An emphasis is placed on the MTSS referral system, identification of students' needs, and the appropriate interventions and supports. With consecutive and consistent outcomes over the last couple of school years, the following social-emotional wellness supports and interventions for students and the community are recommended to move forward over the next 4 years: *Continue professional learning and alignment of systems to build an integrated, comprehensive framework focused on the individual student's needs: academic, behavioral, and social success. *Continue to build out our continuum of services that address behavior, social-emotional development, health, and well-being in alignment with the strategic plan. Met 27JUN2023 2023 30666700101626 Edward B. Cole Academy 6 Edward B. Cole Academy administered the Panorama Education school climate survey to students in grades 3-5. The leadership team will analyze results to identify areas of strength and areas for growth, and results will be presented to our educational partners. Results Summary: 181 respondents3w • 58% School Climate: Perceptions of the overall social and learning climate of the school. • 76%: School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. • 55% School Safety: Perceptions of student physical and psychological safety at school. • 72%: School Teacher-Student Relationships: How strong the social connection is between teachers and students within and beyond the school. Met 19JUN2023 2023 30666700106567 Nova Academy Early College High 6 "LEA successes identified during data review include but are not limited to the following. ELA CAASPP scores improved by +10.88% from 2021 scores, with 71.06% of students meeting or exceeded State Standards. Average mean score distance from standard (DFS) was +42.9 points above the state standard threshold. Math CAASPP scores improved slightly by +3.07% from 2021 scores, with 19.74% of students meeting or exceeded State Standards. Data pertaining to this slight increase in the Math CAASPP scores was used to help guide the planning of student supports in Math. English Learner Progress received the CA Dashboard classification of “Very High”, with 68.2% of students making progress towards English language proficiency. LEA areas of improvement focus pertain primarily to disciplinary action (suspension rate), and CAASPP performance for the English Learner (EL) subgroup. The total LEA suspension rate increased to 5.10% from the prior year's 0.00%, with the suspension rate of EL student's receiving the CA Dashboard classification of ""Very High"". These suspensions determinations were made in response to disciplinary incidents involving possession and/or use of controlled substances and instances of violent behavior. EL Students CAASPP scores indicate that 16.67% of EL students met or exceeded state standards in ELA and 0.00% met of exceeded state standards in Math. Results of the Family-School Relationship Survey indicate that parents' and families' areas of greatest concern are student ""safety"" (drugs and violence) and academic ""grit"". Additional research is needed to determine how best the LEA can support parents and families in this area, and further eliminate risks and concerns pertaining to violent interactions and drug use. Further investigation is also needed regarding academic grit, as more research is needed to determine how the LEA can further align with educational partners' priorities as they relate to student challenges. Results of the Student Climate Survey indicate that students' areas of greatest concern are ""safety"" and a ""sense of belonging"". Further investigation is necessary in order to better identify the unreported incidents of bullying conveyed in the survey results, and to identify how the LEA can more effectively encourage students to report bullying incidents. Continued research in alternative discipline solutions, rather than the suspension of offenders, is also needed. The LEA believes that facilitating an increased a sense of security and general perception of this area will also correspond to an overall increase in sense of belonging." Met 22JUN2023 2023 30666700109066 Orange County Educational Arts Academy 6 DATA: OCEAA administers the CA Healthy Kids Survey to students in grades 5-8 every other year. The last time that the CHSK was conducted was in 2021-22. OCEAA Administration did find that for most of the indicators, there was a decrease from the 2017-18 results. There are three indicators specifically in Middle School that exceed state averages, those are Two of Fewer Absences/Month, No Mean Rumors and No Fear of Getting Beaten Up. Another finding with the 2021-22 results is that there was an increase in participant response rates; Middle School 84% (2018) to 100% (2022) and for Elementary 73% (2018) to 97% (2022). OCEAA integrates the principles of Positive Behavioral Interventions and Supports (PBIS), mindfulness, social-emotional learning and multicultural education, with the Crew curriculum. Panorama data affords schoolwide data to both calibrate school culture and climate, and to define trends that require group targeted support; a full-time counselor and a Coordinator for Climate and Culture. Going into 2023-24, OCEAA will refocus on the aspects of growth identified in Panorama data through the design of Theories of Action about growth mindset. OCEAA continues its partnership with EL Education (ELED). New crew curriculum has been created for all grades with daily meetings, providing professional development in implementing Crew, and transitioning from teaching PBIS school-wide behaviors (organized, respectful, careful, responsible) to school-wide character traits (courage, compassion, perseverance, integrity and collaboration). MEANING: Disaggregated data showed that parents showed similar responses in the Needs Assessment Survey for EL students and non-EL students. USE: See above. Met 14JUN2023 2023 30666700135897 Advanced Learning Academy 6 ALA learned that several metrics on the CHKS survey showed a decline during the pandemic that has not stabilized since coming out of the pandemic. Our data shows fewer students felt safe at school most or all of the time. The transition back from COVID has been difficult for students, learning how to socialize appropriately, having social skills, as well as the ability to use their social skills in an appropriate manner. The data highlights the impact of the pandemic on our students and the need for continued tiered mental health support, school counseling, and social-emotional learning. ALA has a dramatic need for a counselor and finally has a full time one for TK - 8 in addition to the one at 9-12. The counselor does classroom lessons to all grade levels on social emotional skills. The TK-8 grades additionally use second steps curriculum. School climate has been enhanced through restorative practices training and building staff cpacity to include elements of adult learning theory, SEL framework and SEL. ALA participates in We CARE Suicide Prevention Campaign as well as other events to show we care. Met Elementary 5th grade, sense of belonging (school connectedness) 89%, secondary grade 7 is 43%, grade 9 is 52% and grade 11 is 60%. School safety 100% of 5th graders felt safe while at school while only 42% of 7th graders did most or all of the time, 50% of 9th graders did most or all of the time and 65% of 11th graders did most or all of the time. (Panorama, 2023). ALA will continue to strengthen our MTSS referral system. COST team and PBIS platinum recognition are a foundation for us to continue to provide support for students needing additional supports (tiers 2/3). ALA will continue to offer restorative practices training and staff capacity building as well as use restorative practices to resolve conflict. Second step curriculum is used at the tk-8 site. A priority is to increase the opportunities for student involvement. Additionally, a second priority is to increase our time with a restorative specialist at the site to support the needs. Priority to retain our counselor as another recommendation is to build in lesson plans on social emotional skills in the classrooms by the counselor. 27JUN2023 2023 30666706119127 El Sol Santa Ana Science and Arts Academy 6 We work to cultivate a positive school culture through a school-wide behavior support plan and ensure that all school personnel are trained on our plan. We will begin to explore and use some restorative practices. We also use a tiered behavior system to ensure school safety and run SST meetings for students at risk as a preventative measure. We will add personnel to support the increase of students as needed. In our effort to reduce the inequities between student group performances and increase achievement for all students, we are implementing Calm Classroom and becoming Trauma Informed Schools. This is an approach to teaching and school culture that understands that our students bring with them their past experiences and aids in the healing process for those that have. One component of this approach is to provide a Social-Emotional Learning intervention course called Calm Classroom. Calm Classroom is a mindfulness-based school-wide social and emotional learning program which is composed of three-minute scripted mindful breathing, stretching, focusing and relaxation techniques. Calm Classroom is a sustainable program based on the simplicity of implementation, quality training, long-term support, and ongoing evidence of positive outcomes. Calm Classroom has a proven track record of empowering students to overcome difficulty learning in school, anxiety, stress, trauma, aggression towards others, while increasing their self-esteem and academic performance. We are in the beginning phases of transitioning to Trauma Informed Schools, and we believe this will have a positive impact on our students. This year, El Sol Academy has hired a full time school counselor and behavioral aide to support with SEL initiatives and work closely with teachers and families to provide strategic and just in time supports. Met 08JUN2023 2023 30666960000000 Savanna Elementary 6 Information from the California Healthy Kids Survey given this past year indicated the following: *96% 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 treat students fairly. *96% 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. Although on average 78% of students felt they were taught to be responsible for how they act, only an average of 59% of our students felt they were taught to understand how other students think and feel. To help strengthen this area we have implemented a district-wide SEL program to address these needs, in addition to further professional development in our PBIS program. We have 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. Met 27JUN2023 2023 30667460000000 Westminster 6 Westminster School District administers the Healthy Kids Survey, below are key findings: 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. 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 22JUN2023 2023 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 with 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. We participated in the California Healthy Kids Survey in the Spring 2021-22 school year. In 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 2023 Panorama results elementary students who responded positively about sense of belong was 66%, engagement 62%, and and self-efficacy 60%. Secondary students who responded positively about sense of belonging was 41%, engagement 27%, 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 15JUN2023 2023 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. The bi-annual California Healthy Kids Survey was also administered to 6th-12th graders in the Spring of 20-21 and Spring of 22-23. Overall, during the 22-23 school year, 6-12 students reported School Connectedness as the area with the healthiest response, with 58% responding positively on the CHKS. School connectedness is one of the indicators of school climate that a California school district must address in its LCAP. Research shows that school connectedness is associated with positive academic, social-emotional, and health outcomes. It also shows that youth who feel safe at school, experience caring adults, and have opportunities for engagement and other developmental supports are more likely to feel connected to the school. The CHKS five-item School Connectedness scale is an important differentiator between low-performing and high-performing high schools and indicates school quality. Sites will work with the CHKS data gathered and respond to overall student needs - focusing on school connectedness through SEL work and implementing Challenge Success. The two areas of continued focus are the Promotion of Parent Involvement and School Safety. Over the past few years, school safety concerns for teachers and students have significantly changed. In the wake of incidents of violence and the increased visibility of bullying and harassment, schools have become increasingly vigilant in addressing potential threats and creating safe and inclusive learning environments for all students. One notable change is the heightened emphasis on physical security measures, such as installing security cameras and conducting safety drills. These measures aim to protect students and staff from potential intruders or threats within the school premises. Moreover, the rise of social media and online platforms has introduced a new dimension to school safety concerns. Cyberbullying, online harassment, and the sharing of inappropriate content have become pressing issues, affecting students both during school hours and outside the school environment. As a result, schools have been compelled to develop strategies to educate students about responsible digital citizenship and create policies that address online misconduct by taking students through a Digital Citizenship lesson series at the opening of each year. These evolving safety concerns have had an impact on parent engagement. Parents are now more invested in understanding and contributing to school safety protocols. We also hold ourselves to higher standards and strive to provide clear and timely communication regarding safety measures, emergency plans, and incident reporting procedures. As a result of these efforts, schools have proactively engaged parents through meetings, workshops, and newsletters to keep them informed and involved in the safety process. Met Our students' mental health will remain a top priority. TUSD plans to proactively provide the necessary resources and tools available to our students and continue to emphasize wellness initiatives supporting our students' positive well-being in various ways. For our secondary schools, we will continue to offer our Challenge Success Program and fund an additional counselor at each high school to give students more personalized attention and support when needed. At the elementary level, the school counselor and PBIS Lead Teacher work together with school staff to implement effective SEL and behavioral response systems. The counselor and PBIS team will work with the principal to develop plans for incorporating the SEL strategies into classrooms in a school-wide approach. All school counselors will regularly meet with the district Counselor on Special Assignments to continuously learn and collaborate on best practices to improve the school climate. Community Liaisons and Community School Specialists for Title 1 schools and district Mental Health Providers will be available to support students and families in crisis. These additional resources will help students struggling emotionally with skills and strategies to successfully reengage in learning, hopefully preventing undesired behaviors and receiving immediate support. These efforts will create a more inclusive, supportive, and safe student environment. 26JUN2023 2023 30736500000000 Irvine Unified 6 The District has a long history of engaging our educational partners and asking them to share their perspectives regarding how effectively IUSD is 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 from 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 2022-23 Annual Survey, 18,147 students, 5,049 parents, and 1,450 staff participated. Key learnings regarding school safety and connectedness from the 2022-23 Annual Survey are that most student respondents (92%) agree or strongly agree that they have friends at school, and the same percentage (92%) report that they enjoy going to school. Almost two-thirds of parents feel welcome participating in school activities, and the majority of parents (90%) and students (90%) report their schools support students/families of different races, ethnicities, and cultures. This is a testament to our work and focus on Excellence, Equity, Diversity, and Inclusion. In addition, more than three-quarters of respondents are satisfied or very satisfied with students' overall educational experience (77%) and with academic facilities and materials (81%). Approximately three-quarters of secondary students (grades 9-12) and parents agree or strongly agree that they or their child can succeed in school (78%) and that they have been encouraged to pursue academically challenging courses (76%). Finally, three-quarters or more of staff respondents enjoy their jobs (92%) and feel supported and appreciated (80%). From the Hanover District Executive Summary, district staff have also learned that about half of secondary students in grades 7-12 (48%) say that they can explain their feelings to others. Additionally, one-fifth of student respondents (17%) say they do not have healthy strategies to manage stress, while only about a third of students (30%) agree that their stress levels are generally low. Stress and anxiety interfere with all phases of the learning-performance cycle, and IUSD can help students develop healthy coping strategies, reframe negative emotions, and build positive associations with learning. To that end, the district is piloting socio-emotional learning (SEL) programs and screener to identify additional strategies and resources to incorporate into its existing SEL framework. Barriers and challenges identified in the Annual Survey include selecting and designing curricula representing different cultures, and understanding differences in perceptions among staff, students and parents with respect to mistakes, active participation, and stress. For example, while most respondents agree that mistakes ar Met 27JUN2023 2023 30736500142232 Irvine Chinese Immersion Academy 6 Not Met For Two or More Years 2023 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 2022 CHKS survey. The CHKS, which is administered every other year, was administered to all grade 11 students in Spring 2022. 50% of students indicated a moderate or high level of school connectedness. Internal metrics showed that 76% 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, 61% of grade 11 students reported feeling ""very safe"" or ""safe"". 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, among other sites, 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. 19% of students in grade 11 reported using alcohol or drugs in 2022. 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, Restorative Practices, 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 2023, 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 50.6% of families and 54.3% of staff felt their school maintained a positive school climate as evidenced by students feeling physically and psychologically safe. In addition, the District is continuing to implement restorative practices training for staff and is continuously looking at ways to improve both student and staff safety." Met 27JUN2023 2023 30768930000000 SBE - Magnolia Science Academy Santa Ana 6 GLOWS We are very proud of the fact that we went up in educational partner satisfaction. 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 that all teachers, admin, and staff members have participated in the MTSS Pathway Certification where we earn badges to increase our academic, behavioral, and social-emotional support of the whole child. We were recently awarded the planning grant for community schools, where we were able to bring in a Community Schools Coordinator who has greatly strengthened our outside partnerships. 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. GROWS We were recently awarded a grant to implement Community Schools. With this grant, we are able to add an additional liaison to support our Community Schools Coordinator. We hope to increase our community schools' partnerships and tie in MTSS and SEL supports. SUGGESTIONS Based on our annual Educational Partner surveys, our students have really enjoyed our new food vendor and we will continue to use this vendor next year as they are local, and can provide meals that are dairy free, vegetarian, as well as halal. We will also continue to strengthen our sports programs in secondary, and add sports at the elementary level. Met 22JUN2023 2023 30768930130765 Magnolia Science Academy Santa Ana 6 GLOWS We are very proud of the fact that we went up in educational partner satisfaction. 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 that all teachers, admin, and staff members have participated in the MTSS Pathway Certification where we earn badges to increase our academic, behavioral, and social-emotional support of the whole child. We were recently awarded the planning grant for community schools, where we were able to bring in a Community Schools Coordinator who has greatly strengthened our outside partnerships. 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. GROWS We were recently awarded a grant to implement Community Schools. With this grant, we are able to add an additional liaison to support our Community Schools Coordinator. We hope to increase our community schools' partnerships and tie in MTSS and SEL supports. SUGGESTIONS Based on our annual Educational Partner surveys, our students have really enjoyed our new food vendor and we will continue to use this vendor next year as they are local, and can provide meals that are dairy free, vegetarian, as well as halal. We will also continue to strengthen our sports programs in secondary, and add sports at the elementary level. Met 22JUN2023 2023 31103140000000 Placer County Office of Education 6 "PCOE administered the PBIS School Climate Survey to students, families, and staff in January 2023 to measure school climate. The survey results are reported on a scale of 1 to 4, with one reflecting ""strongly disagree"" and four reflecting ""strongly agree."" Students reported an average of 2.51 on items related to school culture; staff reported an average score of 3.12, and Family/Guardians reported an average score of 3.39. The survey revealed that students believe their teachers treat them respectfully (average score of 2.77), set clear rules for behavior (average score of 3.23), and that behaviors in class allow teachers to teach (average score of 3.46). Ensuring students feel supported is a cornerstone of establishing a strong school culture. The results revealed that students had a higher 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 2.54, a slight increase from 2.33 in 2021. Students rated the statement ""I feel successful at school"" as 2.46 out of 4. These are two areas of focus in the 2021-2024 LCAP. 2023 PBIS School Climate - Average Student Response: • I like school: 2.0 • Students are frequently recognized for good behavior: 2.38 • I feel successful at school: 2.46 • My school has high standards for achievement: 2.54 • School is a place where I feel safe: 2.62 • Teachers treat me with respect: 2.77 • My school sets clear rules for behavior: 3.23 • The behaviors in class allow my teachers to teach: 3.46" Met 15JUN2023 2023 31103140126904 Placer County Pathways Charter 6 "The most recent (2022-2023) California Healthy Kids Survey administered to students enrolled in Pathways Charter School revealed several meaningful data points. One hundred percent (100%) of fifth and sixth graders said they feel safe most or all of the time at school, and 89% of secondary students reported feeling safe or very safe at school. Nearly nine out of ten (89%) of secondary students believe their teachers treat them fairly, and 97% of secondary students believe there is a teacher who always wants them to do their best. A high percentage of students are satisfied with their school experience; 81% of secondary students reported feeling satisfied or very satisfied with their school experience. Regarding academic motivation, 92% of secondary students agree or strongly agree they are always trying to do better at schoolwork. Since many of our students show gaps in academic achievement, knowing they try hard is encouraging. Ensuring our students feel supported is a cornerstone of establishing a strong school culture. One challenge the survey results revealed is that only 36% of our secondary students believe they have meaningful participation and a voice in how things work at their school. More specifically, only 18% 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 are an area of focus in the 2021-2024 LCAP. The PBIS School Climate Survey was also administered to students, families, and staff in Fall 2022 to measure their perception of school climate. The three highest average student scores on the PBIS School Climate survey were in response to the statements, ""The behaviors in my class allow the teachers to teach,"" ""My school sets clear rules for behavior,"" and ""My teachers treat me with respect.""" Met 15JUN2023 2023 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. 95% of families surveyed used email and the Sunday email blast to stay up-to-date with information about my child's school. 84% 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 68% 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 57% of students feel they have close friends of school 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 Bowman School is hard at work implementing social emotional learning across all grade levels. In the summer of 2023 we will send 11 educators to a week long training to learn, practice and implement a philosophy of building our school culture with daily meetings that check in on students' well being, teach skills for building relationships, and build upon our three school rules of safety, kindness and responsibility. 21JUN2023 2023 31667616031009 Bowman 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. 95% of families surveyed used email and the Sunday email blast to stay up-to-date with information about my child's school. 84% 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 68% 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 57% of students feel they have close friends of school 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 Bowman School is hard at work implementing social emotional learning across all grade levels. In the summer of 2023 we will send 11 educators to a week long training to learn, practice and implement a philosophy of building our school culture with daily meetings that check in on students' well being, teach skills for building relationships, and build upon our three school rules of safety, kindness and responsibility. 21JUN2023 2023 31667790000000 Alta-Dutch Flat Union Elementary 6 "Alta-Dutch Flat Elementary surveyed students this year on school climate. Almost 60% of all students ""strongly agreed"" or ""agreed"" that discipline at this school is fair and consistent. Forty-five percent reported they enjoyed coming to school in the same categories. Additionally, 76% reported they feel safe at school. Due to the size of our school, disaggregated results were not used. We will implement an attendance support system next year and increase focus on PBIS." Met 21JUN2023 2023 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 83% of 5th-grade students report they have emotional competence and 61% of 7th graders report emotional regulation. 89% of 5th graders report having positive behavior in school. 42% of 7th graders report school violence victimization. 40% of 7th graders have experienced chronic sadness or hopeless feelings and 23% have seriously considered suicide. In the 22-23 school year, the district has seen a decrease in behavior as compared to the 21-22 school year. The mental health needs for both students and staff continues to be a high need and a focus for the district. 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 22-23 school year, all staff continued training in Tier II and Tier III 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 22-23 school year, Restorative Practices was implemented district wide which aided in the result of responsibility taking and relationship building for our students. For the 22-23 school year, the district was able to continue to have Mental Health Specialists and Wellness Centers. The Mental Health Specialists provided counseling to students both in general and special education. There was continued outreach and partnership with the Placer County Office Education to facilitate access to services and supports for students and families in need. This school year, AUSD also continued partnership 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 23-24 school year. Toolbox curriculum has been fully implemented at all 4 elementary school sites. The middle school focused on PBIS and Restorative Practices to support the needs of their students. Additionally, AUSD trained staff and implemented Restorative Practices this year. Both of these instructional programs, with the addition of Restorative Practices, will be renewed and implement in all schools during the 23-24 school year. Met 14JUN2023 2023 31667950000000 Colfax Elementary 6 Priority 6: Met During the 2022-2023 school year, Colfax Elementary formally adopted the California Healthy Kids Survey as the district’s climate survey. The survey was given to students in 5th through 8th grades. The CHKS captures a valid measure of student perceptions of school safety and connectedness. School staff will use the results from the California Healthy Kids Survey to plan instruction and design learning environments that are engaging, purposeful, and relevant. Several findings regarding school climate were revealed including both strengths and opportunities for growth in the upcoming school year. Several strengths were identified by students regarding the climate of the school. 92% of 5th grade students and 77% of 6th grade students reported feeling that teachers and other grown ups care about them. 71% of 7th and 8th graders reported there is a teacher or adult at school who wants them to do their best. 83% of 5th graders and 85% of 6th graders reported that teachers and other grown ups at Colfax Elementary believe they can do a good job. The results of this data reveal that the staff at Colfax Elementary continue to have high expectations for their students. The results of this data also reveal that students have caring relationships with the adults at the school. The results of the California Healthy Kids Survey also revealed challenges and barriers to be addressed for continued improvement. 62% of 7th graders and 78% of 8th graders responded with “Not at all true” when asked if they have a say in how things work at the school. Likewise, only 12% of 7th graders and 9% of 8th graders stated that they help to decide school activities and rules. This data reveals the challenge of creating an environment where middle school students feel connected to the school community through meaningful participation. As students progress from upper elementary to middle school, their meaningful participation in school will continue to become an increasing area of focus. Based upon the results of the CHKS, Colfax Elementary staff will implement several actions for continuous improvement in the area of school connectedness and meaningful participation. In 2023-2024, teachers and administrators will begin curricular and instructional shifts towards standards-based grading and measurement of student progress. This shift will allow teachers to include a variety of classroom activities to provide students with increased choice on how to demonstrate content knowledge. Students will also be given multiple opportunities to retake assessments and to resubmit projects. In 2023-2024, Colfax Elementary staff will begin full implementation of Positive Behavior Intervention and Support school-wide. PBIS will increase common language and expectations for both students and staff to continue to increase positive interactions between students and staff. Met 14JUN2023 2023 31668030000000 Dry Creek Joint Elementary 6 The District has been working towards enhancing student engagement and connectedness through its Multi-tiered System of Supports (MTSS) which includes Positive Behavior Intervention and Supports (PBIS) implemented throughout the district. The District has prioritized Social-Emotional Learning (SEL) through Restorative Practices, ToolBox strategies, school-based counseling, mental health counseling, District-wide tiered levels of support, parent education, and other programs. The District partnered with Hanover Research to develop a comprehensive social-emotional survey to gather feedback and perceptions of school engagement from students in grades 4-8. The survey focused on 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. Survey results indicate strengths in several areas, including self-awareness, growth mindset, and social awareness. Most students agreed that they can learn from their mistakes (85%) and know when they are feeling overwhelmed (81%). The survey also found that students have strong social awareness with more than 80% of students agreeing that it's important to treat others with respect and accept others for who they are. Students also reported that they have social support from adults at school, with more than three-quarters agreeing that they have at least one trusted adult at school (76%). Met 13JUN2023 2023 31668290000000 Eureka Union 6 EUSD solicited input from students in third through eighth grades, related to school connectedness. Of the students who completed the survey, 70.8% feel that they belong in their classroom and at school. 68.1% of students highly agreed that our schools are safe places for our students. This aligns to previous data administered through the California Healthy Kids Survey, which was completed by 6th and 7th graders in 2021-2022. EUSD will continue to address school connectedness with a focus of supporting appropriate student behavior, which has been identified as an area of need through parent, staff and student survey results. 35.4% of parents, 44.2% of staff, and 31.7% of students reported that bullying and/or other antisocial behaviors (aggression, vandalism, etc.) are a problem in some of our schools. Met 14JUN2023 2023 31668370000000 Foresthill Union Elementary 6 "The summary results from the district's California Healthy Kids Survey, administered in October 2022, lists notable indicators and percentage of students who Agree/Strongly Agree. Each indicator percentage is in 6th, 7th, and 8th grade order. While participation levels for this survey have been historically low among district students, staff and families, and this year's participation levels among students have increased significantly with a 40% response rate among 6th grade students, 82% among 7th grade students, and 97% among 8th grade students. Beyond grade levels, the district does not have disaggregated data for the 2022/23 survey responses (percentages reflect average percent of respondents reporting ""strongly agree""). STUDENT SURVEY DATA (6th/7th/8th): I feel connected to others at school: 72% / 65% / 46% Academic motivation: 79% / 63%/ 51% Caring adult relationships: 57% / 58% / 42% High expectation by adults: 83% / 70% / 47% School perceived as safe: 79% / 63% / 52% Experienced harassment/bullying: 53% / 44% / 52% Current vaping: 0% / 3% / 0% Experienced frequent sadness: 35% / 39% / 41% FAMILY SURVEY DATA: Parental involvement: 54% Parents feel welcome to participate at school 44% School actively seeks input from parents 21% School is a safe place for my child 43% STAFF SURVEY DATA: Staff Collegiality: 33% Caring adult relationships: 49% High expectation by adults: 50% School perceived as safe: 35% Motivated students: 11% Harrassment/Bullying Problems: 35% Fairness and rule clarity: 26% MEANING: Data collected via the California Healthy Kids Survey provides a baseline from which to monitor school climate progress, however additional disaggregated data is still missing. Without prior year data, an analysis of the district's progress toward improved school climage is difficult to measure. Anecdotal data suggests that the district has considerable opportunity for improvement. This baseline data suggests that students, families and staff concur that the school culture has significant room for improvement. This data is consistent with other forms of input from these three groups. USE: The aggregate data from the suite of CHKS surveys, combined with meaningful input from FUSD's educational partners highlight that issues of socialemotional wellness, trauma, and recent catastrophic events (Mosquito Fire / Severe Winter Storms) continue to reflect far-reaching impacts on students', staff and families' sense of culture within the district. Increased behavior concerns in 2022/23 correlate with these events and anecdotal concerns. Many groups attribute recent academic improvements to the district's initial strategies to address these concerns, but all agree that the work must continue. Several additional actions in the 2023/24 LCAP reflect an MTSS approach to targeted supports and inverventions in mental health, positive behaviors/restorative justice practices, and proactive strategies to support ongoing improvements in school culture." Met 22JUN2023 2023 31668450000000 Loomis Union Elementary 6 "An LCAP Student Survey was provided to 5th-8th grade students in March 2023 (991 total respondents). 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 related to School Climate. Safe Instructional Environment - I feel supported in becoming a better learner. 83% - I enjoy participating in class lessons and discussions. 81% - I feel safe at my school. 89% - I feel connected at my school. 82% 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. 30% 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. 2% - I have experienced cyber bullying outside of school. 80% - I have experienced cyber bullying both during and outside of school. 18% As indicated in the student survey conducted with 5th-8th graders in March 2023, 30% of students reported that they had experienced cyberbullying - that number remains the same as it was in 2022. Of these students, 80% experienced cyberbullying outside of school--this is a decrease of 3% from 2022 (cyberbullying experienced during school--decreased 1.5% from 2022). However, of those who said they experienced cyberbullying, there was a 4% increase in those who experienced it both at home and at school. In order to address this area of concern, LUSD's LCAP, goal #2, focuses on providing instruction and tiered support related to social-emotional learning, appropriate technology usage, and digital citizenship. As this remains an area of focus, LUSD will continue implementation of these strategies. Student survey data indicates that 81.4% of students report that they “enjoy participating in class lessons and discussions in the classroom.” For this reason, in-person classroom lessons are likely to be an effective way to reach the majority of students (only 53% of students reported that they enjoyed participating in online lessons and discussions). Additionally, leveraging existing relationships and strategies utilized by classroom teachers and support staff will likely increase efficacy as 83% of student indicated that they often or always, “feel supported in becoming a better learner,” (there was a 15% increase in the “always” category in 2022-2023 when compared to the previous year). Part of this instruction will focus on generalizing the skills students learn inside of school to their outside lives. It is anticipated that this will address cyberbullying occurring outside of school time. As cyberbullying frequently stems from other factors affecting both sides of the spectrum, we continue to offer and seek out new ways to instruct our students in emotional regulation and coping strategies." Met 12JUN2023 2023 31668450117150 Loomis Basin Charter 6 "LCAP Student Survey, March 2023 (211 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? 81% - How often do you collaborate online with classmates on assignments or projects? 40% - How often do you use technology to demonstrate your knowledge? 73% - I know how to keep myself safe online. 99% - I know how to act respectfully online. 98% - I know how to respond to online/cyber bullying. 86% - Technology use has enhanced or improved my learning. 69% Safe Instructional Environment - I feel supported in becoming a better learner. 83% - I enjoy participating in class lessons and discussions. 81.5 % - I feel safe at my school. 90% - I feel connected at my school. 83% 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. 285 (from 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. 2% (from 9%) - I have experienced cyber bullying outside of school. 79% (from 76%) - I have experienced cyber bullying both during and outside of school. 19% (from 15%) As indicated in the student survey conducted with 5th-8th graders in March 2023, 28% of students reported that they had experienced cyberbullying which represents a 1% increase. Of these students, 79% experienced cyberbullying outside of school which is an increase of 3% from 2021 data. Cyberbullying during school remains low at 1.5%. While data indicating a low incidence of cyberbullying at school is positive, it should be noted that incidences of cyberbullying overall increased by 3%. In order to address this area of concern, LBCS's LCAP, goal #2, focuses on providing instruction and tiered supports related to social-emotional learning, appropriate technology usage, and digital citizenship. As this is an area of growth, LBCS will continue implementation of these strategies. Part of this instruction will focus on generalizing the skills students learn inside of school to their lives outside of school. It is anticipated that this will help address cyberbullying occurring outside of school time." Met 12JUN2023 2023 31668520000000 Newcastle Elementary 6 In Spring 2023, Newcastle did not give the CHKS. In Spring 2021, CHKS was given to students in grades 6 and 7, representing both elementary and middle school feedback. That data has been published within DataQuest and provides a new baseline for the district to move forward with. After CHKS was administered, information was shared that students may have created false responses in order to skew the data. That information has been taken into account when analyzing specific key criteria for student health and wellness. Key learnings from the survey indicated that there has been growth in the 5th and 8th graders feeling of connectedness, safety, and well-being. Other grade levels provided a baseline to compare future results against. And the percentage of students who have been bullied online or have witnessed bullying was much lower than anticipated, which has led to discussion amongt 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 will 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. Newcastle is eager to give the CHKS again in Spring 2024 in order to measure progress of student wellness. Met 28JUN2023 2023 31668520109827 Newcastle Charter 6 In Spring 2023, Newcastle did not give the CHKS. In Spring 2021, CHKS was given to students in grades 6 and 7, representing both elementary and middle school feedback. That data has been published within DataQuest and provides a new baseline for the district to move forward with. After CHKS was administered, information was shared that students may have created false responses in order to skew the data. That information has been taken into account when analyzing specific key criteria for student health and wellness. Key learnings from the survey indicated that there has been growth in the 5th and 8th graders feeling of connectedness, safety, and well-being. Other grade levels provided a baseline to compare future results against. And the percentage of students who have been bullied online or have witnessed bullying was much lower than anticipated, which has led to discussion amongt 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 will 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. Newcastle is eager to give the CHKS again in Spring 2024 in order to measure progress of student wellness. Met 28JUN2023 2023 31668520120105 Creekside Charter 6 "Our survey results are published annually and can be seen via parentsquare for all current parents. 91% of families believe we are living to our mission. ""To create a relationship based, dynamic learning environment in which students excel academically, are engaged and self-confident, and have the flexibility to pursue their passion. "" 1. Key learnings. We need to focus more on differentiated learning for upper grades. We need a better communicated and thought out behavioral plan. We need to have a stronger plan for engaging families about what students are learning in the classroom. 2. Meaning: Our growth is focused on implementing a school wide behavior plan, and on adding high achieving students to our MTSS 3. Use. Please see our LCAP at www.creeksidetahoe.org for our full implementation plan" Met 20JUN2023 2023 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 spring of 2023 to all students in grades 3 through 8. Student survey results from the school's student survey indicated 100% 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 continue to be centered on 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, the school has placed an emphasis on social-emotional learning in grades K-8, including morning meetings and opportunities for students to share their experiences. 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 21JUN2023 2023 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 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 Gateway campus specifically, the CHKS was administered to our students in 6th grade and 7th graders, with 44% and 89% participating respectively. We noted a decrease in the level of perceived safety and level of connectedness from our 6th graders and an increase in those areas from our 7th graders. We recognize that the impact of the COVID-19 pandemic has had lasting effects on many of our students. and we will continue to provide tiered levels of support as needed. Met 20JUN2023 2023 31668860000000 Placer Hills Union Elementary 6 PHUSD identified the CA Healthy Kids Survey as a measurement to understand students; connectedness to school, and social / emotional support. This metric is a part of the PHUSD LCAP, so it is closely monitored and as actionable items attached to it. In previous years, PHUSD had implemented both a wellness center on both school sites, as well as a counselor that is shared between the two sites. This was in response to the social/emotional health needs of our students following the COVID pandemic. Students reported the following through the CA Healthy Kids Survey (CHKS): Social emotional distress….hard time relaxing…feeling sad and down…easily irritated…hard to cope…panic…can’t get excited about anything… Emotional distress ranges from 33% - 63% School Connectedness…Caring…happy to be at school…belonging… School Connectedness ranges from 46% - 68% When evaluating this data and the corresponding academic, attendance, and cultural data, they demonstrate a strong correlation between the metrics. The similarities of a just above average in many of these areas shows how connectedness and emotional distress can affect other engagement indicators. The 23-24 LCAP takes this information into consideration in a variety of aspects. Increasing mental health time, parent education, attendance outreach, policies, SEL tools, and student recognition are all research based actions to combat these climate factors. If the district can reduce the negative rates, future surveys will demonstrate higher rates of connectedness, and lower rates of of emotional distress. These will contribute to an overall better climate. Met 14JUN2023 2023 31668940000000 Placer Union High 6 PUHSD administers the California Healthy Kids Survey (CHKS) to 9th & 11th grade students, parents, and staff every year. The survey is administered via email and the district typically 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. Overall district-wide findings this year demonstrated positive growth, with increases and decreases where we would hope to see them. This positive change in responses was anticipated following the return to full-time in-person learning, a full spectrum of sports and activities, and focus on school culture following the difficult years and limitations of education during the pandemic. Results included an increase in responses indicating feelings of overall school connectedness, meaningful participation in school, feeling safe at school, believing there are caring adults at school, having caring adult relationships with school staff, feeling that staff have high expectations for students, and students feeling academically motivated. Additionally, results indicated a reduction in bullying, substance use (alcohol use, drug use, vaping), and emotional issues (social-emotional distress, chronic sadness, and consideration of suicide). The individual site teams have continued with Coordination of Services Team (CoST) meetings to discuss individual student needs and create plans for 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 and our mental health team hosted district-wide parent education nights (virtually and in-person). PUHSD also partnered with outside agencies to provide a 6-week parent course on teen mental health. As a district, restorative practices continue to be implemented. Through the CHKS survey, as well as other means, 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 continued to add to our support service personnel at school sites, expanding our teams of social workers, counselors, school psychologists, and Student Intervention Specialists. Met 20JUN2023 2023 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 only a small percentage of students respond. For the students who do respond, 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. MVCA's tiered reengagement plan has proven successful in identifying students who need additional support and providing them access to that support. Met 20JUN2023 2023 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 21JUN2023 2023 31669280000000 Roseville Joint Union High 6 "DATA The 2022 CHKS data shows that 9th and 11th-grade participants gave School Engagements and Supports high marks as “agree” or “strongly agree” for school connectedness, caring adult relationships, and high expectations. Students perceived their school as safe or very safe 65% at the time of the survey. Approximately 20% of students experienced a form of harassment or bullying. 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: While students reported they understood their teachers and the school had high expectations for them, 40% of respondents indicated school was boring and had no meaningful engagement. Approximately 75% of students want to do well in classes and want to learn the content. Regarding participation in activities at school, students were mixed in their involvement. A noteworthy 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. When asked why students were harassed or bullied, students responded that it was either because of their gender, religion, race or ethnicity, disability status, or because they are LGBTQIA+. The data shows this affects about 30% of our overall district population. Additionally, LGBTQIA+ youth were 20 to 25 percentage points more chronically sad, hopeless, and likely to consider suicide. Half of all students indicated that it is very easy or easy to attain a vape and vape cartridge, with about 15% responding that they do vape. USE: Based on the results, actions that need to be implemented include opportunities for students to learn how to cope with hopelessness and chronic sadness. Education around how to stop bullying, intimidation, and a person’s right to a harassment-free educational setting is also crucial; in reverse, the harasser needs to be educated on diversity, inclusion, and tolerance. Additionally, we will need to find ways to include more student voices and choices to increase their agency and role as responsible members of the school community." Met In curriculum and instruction, there is a need to be more learner-driven instruction options where the student can hold responsibility for and engage with their learning rather than being lectured to or dictated to by the instructor. Perhaps collaborative strategies such as working on a problem-solving project will impact a global need to increase critical thinking and teamwork aspects of learning and will motivate students. The attendance mediation team will need to implement evidence-based practices to help combat chronic absenteeism. The district will need to take a look at the cleanliness of school facilities and perhaps consider different options to ensure facilities on campuses are being looked at during the school day or implement a progress monitoring system to improve the overall cleanliness of the campuses. When making decisions on campus about school activities and how things work on a school campus, it would be beneficial to include students as part of the group or committee making these decisions to ensure their voice is being heard and included. 08JUN2023 2023 31669280121418 John Adams Academy - Roseville 6 The Academy has always demonstrated high levels of satisfaction; surveys, meetings, and virtual meetings of groups indicated a continued satisfaction during this LCAP cycle. In the April LCAP Family Survey, 30% of JAA families participated in the survey rated overall satisfaction and would recommend the school to another family. The Academy continues to receive positive feedback from partners who regularly engage with our model. A consistent theme from our LCAP partner feedback received this year was a desire to further increase proficiency and achievement of all scholars. Teachers noted how our professional development opportunities have increased (conferences, Junto's, our Quill, curriculum pages, etc.), and scholars noted how teachers seem to have improved as they have spent more time in our model. Parents also noted that scholars would come home and discuss how their teachers were excited based on what they learned at conferences. Our partners indicated that they are part of a positive, learning culture here at our school that promotes a love of learning classically, further supporting our goals. Continuing to provide professional development opportunities are a desire amongst our staff as we move forward as well. In response to the input received by our educational partner meetings, the Academy is committed to ensuring we are meeting our LCAP goals and actively pursuing our action steps. One area that was highlighted by multiple parent groups was a desire for further engagement with parents in our academic model. In our ELAC committee meeting, partners discussed finding ways to help all parents better assimilate into the JAA culture, especially new families. One idea to address this is to have new parents engage in our Junto-style professional development seminars, where we can help our families grown in understanding and implementing our model with their scholars. This focus will help us in further meeting Goals 1 and 2.The Academy, with the influence of all of its partners, will focus on achieving modest but significant goals in Mathematics and English Language Arts. At a time when learning loss for much of California’s children is evident, the Academy is continuing its focus on our academics. This focus can be found in Goal 1, which targets our achievement. In accordance with teacher desire to grow in the classical model, JAA will use mentor teachers who have been given the specific duty to train, guide, and support teaching staff. In addition, professional development opportunities will be made available to teachers throughout the school year in order to improve their craft. This emphasis on teacher development led to the creation of Goal 3 of the 2021-24 LCAP. Based on partner feedback and strong fidelity to its mission, the Academy is continuing to focus on the goals of fortifying its culture and strengthening our academics. Input showed a direct need for the Academy to fortify educational partner connectedness as it is our focus. Met 15JUN2023 2023 31669280141622 New Pacific School - Roseville 6 From our survey and interview data we learned that the parents were overall satisfied with the safety of the school and the individual care we provided their child. All students who were interviewed stated that they had at least one friend and a staff member that they trusted and could talk to. Our school needs to conduct a schoolwide survey of students that focuses on climate and school safety. The survey will be implemented during our second year of operation. Met 08JUN2023 2023 31669440000000 Tahoe-Truckee Unified 6 Tahoe Truckee Unified School District (TTUSD) is celebrating success in school climate, as demonstrated by the decrease in the chronic absenteeism rate for homeless students by 10% and the increase in the percentage of high school students reporting they were connected to an adult on campus. Truckee High School had a 5% increase, and North Tahoe High School had a 6% increase. 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 2023-2024, 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 and expanding to elementary schools as funding allows. All grade levels will continue to implement social-emotional skill lessons and support. Met 21JUN2023 2023 31669440121624 Sierra Expeditionary Learning 6 Our overall program has a strong and extensive character education component woven into all parts of each day. Feedback from parents, coaches, teachers at other schools, librarians, and visiting educators is all very positive. Student surveys about our program are very positive. When asked about feeling belonging, respected by staff and other students, and being heard, 70-75% of students agreed that this was mostly/always. Our primary underrepresented population (Latinx) had scores closer to 80-85%, indicating our efforts to help them feel included have been successful. Overall, we continue to work towards 100% in all positive categories, adjusting/changing programming to hopefully reach that goal. Met 05JUN2023 2023 31669510000000 Western Placer Unified 6 The California Healthy Kids Survey (CHKS) was administered in February 2022. It will be administered again in February 2024. According to our 2022 California Healthy Kids Survey, 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. These survey results correspond with the increase we’ve seen in our district suspension rate from pre-COVID (2.7%) to post-COVID (4.1%). WPUSD recognizes that students are not feeling as safe as they have in previous years. In response, WPUSD has begun working in collaboration with the Central California Intelligence Center (CCIC). CCIC performs vulnerability assessments of school sites and creates reports to work to improve the physical safety of schools. In the past two years, CCIC has conducted vulnerability assessments at all of our school sites to identify and prioritize potential vulnerabilities. The district is committed to remedying as many vulnerabilities as are financially feasible. Our district continues to hone its work in the area of Youth Development. The youth development framework identifies five supports and opportunities that youth need to become healthy, productive adults: safety, relationships, youth participation, community involvement, and skill building. Close to 200 staff members have participated in a four-day Youth Development Institute and 15 staff have been further trained as trainers of youth development. Schools have worked diligently to improve safety and relationships with and for students. By the start of the 2023-2024 school year, all comprehensive schools will be implementing Positive Behavioral Interventions and Support (PBIS) initiatives at their school sites. Revisiting (or establishing, in some cases) 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, and we will continue our partnerships with local universities to work with counseling interns and with Wellness Together to continue providing small group and one-on-one services for some students. 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. 20JUN2023 2023 31669510135871 John Adams Academy - Lincoln 6 The Academy has always demonstrated high levels of satisfaction through surveys, meetings, and virtual meetings of groups indicated a continued satisfaction during this LCAP cycle. In the April LCAP Family Survey, 15% family participation and of those families 71.5% of JAA families that participated gave positive feedback. The Academy continues to receive positive feedback from partners who regularly engage with our model. A consistent theme from our LCAP partner feedback received this year was a desire to further increase proficiency and achievement of all scholars. Teachers noted how our professional development opportunities have increased (conferences, Junto's, our Quill, curriculum pages, etc.), and scholars noted how teachers seem to have improved as they have spent more time in our model (even noting that their middle school siblings are having a better academic experience then they did when they were in middle school). Parents also noted that scholars would come home and discuss how their teachers were excited based on what they learned at conferences. Our partners indicate they are part of a positive, learning culture here at our school that promotes a love of learning classically, further supporting our goals. Continuing to provide professional development opportunities are a desire amongst our staff as we move forward as well. In response to the input received by our educational partner meetings, the Academy is committed to ensuring we are meeting our LCAP goals and actively pursuing our action steps. One area that was highlighted by multiple parent groups was a desire for further engagement with parents in our academic model. In our ELAC committee meeting, partners discussed finding ways to help all parents better assimilate into the JAA culture, especially new families. One idea to address this is to have new parents engage in our Junto-style professional development seminars, where we can help our families grown in understanding and implementing our model with their scholars. This focus will help us in further meeting Goals 1 and 2. The Academy, with the influence of all of its partners, will focus on achieving modest but significant goals in Mathematics and English Language Arts. At a time when learning loss for much of California’s children is evident, the Academy is continuing its focus on our academics. This focus can be found in Goal 1, which targets our achievement. In accordance with teacher desire to grow in the classical model, John Adams Academy will use mentor teachers who have been given the specific duty to train, guide, and support teaching staff. In addition, professional development opportunities will be made available to teachers throughout the school year in order to improve their craft. This emphasis on teacher development led to the creation of Goal 3 of the 2021-24 LCAP. Based on partner feedback and strong fidelity to its mission, the Academy is continuing to focus on the goals of fortifying its culture. Met 15JUN2023 2023 31669513130168 Horizon Charter 6 A recent survey conducted about school climate with the participation of 104 community partners who agreed or strongly agreed produced the following results: Areas of Strength: School Culture: “Parents are welcomed at our school” 100% School Administration: “School Administration has provided me with a clear understanding of my job responsibilities.” 77% Working Conditions: “I feel safe within the school and working environment.” 82% Academic Progress. “We had a supervising teacher who was fabulous and really helped me with my child.” 80% Areas of Growth: These items reflect partner feedback who agree and strongly agree: School Culture: “I have a voice in shaping decisions about the school’s practices and policies.” 53% School Administration: School administration supports and inspires me to do my best.” 53% Working Conditions: “In this school, we are taught ways to resolve disagreements so that everyone can be satisfied with the outcome. 37% Communication: “Families should be surveyed regarding their preferred methods of communication in order to communicate more effectively” 88% Engagement: “We prefer to have more interactive opportunities for our students and us off line. 80% Student Survey, Spring Strengths included the availability of Supervising Teachers to assist and support students when needed, access to a wide variety of curriculum materials, and students believe that they have the supports they need. Students indicated that a specific curriculum was challenging and as a result we have modified the instructional model and provided additional direct instruction supports at all grade levels. Met 21JUN2023 2023 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 2022, the California Healthy Kids Survey was administered in grades 5, 6, 7, 8, 9, and 11. During the 2022-23 school year, 59% of 5th grade students, 63% of 6th grade students, 90% of 7th grade students, 89% of 9th grade students, 84% of 11th grade students, and 72% of non-traditional school students completed the California Healthy Kids Survey in December 2022. The following are key findings that impacted the development of the RUSD LCAP for 2023-24. In 2022, 58-77% 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. 63-85% 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 21JUN2023 2023 31750850117879 Maria Montessori Charter Academy 6 MMCA conducts an annual survey with its students which asks 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). The 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 is 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 Met 12JUN2023 2023 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 Family of Schools seeks input from educational partners, including students 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 Western Sierra Collegiate Academy campus specifically, the CHKS was administered to our students in grades 7, 9, and 11, with participation rates of 97%, 91%, and 89% respectively. We noted a decrease in the level of perceived safety in grade 7, but an increase in grades 9 and 11. Levels of connectedness decreased in all grades from the previous year. We have recognized some lasting effects of the COVID-19 pandemic on some of our students. We are working diligently to support our students and rebuild their sense of connectedness and feeling safe at school. Met 20JUN2023 2023 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 2023. 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. This survey requires active consent and only 28% of 6th-grade families gave permission to participate. Of those, 88% of them indicated feeling safe at school or most of the time. This was an increase of 6% from the previous year. The percentage of students who reported feeling a high level of connectedness with the school was 70%, which was a 3% decrease from the previous year. We recognize that the impact of the COVID-19 pandemic has had lasting effects on many of our students. and we will continue to provide tiered levels of support as needed. Met 20JUN2023 2023 32103220000000 Plumas County Office of Education 6 The implementation of the California Healthy Kids Survey (CHKS) has proven to be a valuable tool in assessing the well-being and health of students in our district. This survey has been successfully administered to collect comprehensive data on various aspects of students' physical, emotional, and social well-being. By gathering information on factors such as school climate, student engagement, and mental health, the CHKS enables us to identify areas of strength and areas for improvement within our district. The data obtained from the survey serves as a foundation for evidence-based decision-making and targeted interventions to support the overall health and academic success of our students. Through the implementation of the CHKS, we are better equipped to create a safe, supportive, and nurturing environment for all students in our district. The 22-23 survey can be found here: https://drive.google.com/file/d/1FBKTDYkjgG27RVvQ6xSY7Y6-aJ3HYzIv/view?usp=drive_link Met 28JUN2023 2023 32669690000000 Plumas Unified 6 The implementation of the California Healthy Kids Survey (CHKS) has proven to be a valuable tool in assessing the well-being and health of students in our district. This survey has been successfully administered to collect comprehensive data on various aspects of students' physical, emotional, and social well-being. By gathering information on factors such as school climate, student engagement, and mental health, the CHKS enables us to identify areas of strength and areas for improvement within our district. The data obtained from the survey serves as a foundation for evidence-based decision-making and targeted interventions to support the overall health and academic success of our students. Through the implementation of the CHKS, we are better equipped to create a safe, supportive, and nurturing environment for all students in our district. The 22-23 survey can be found here: https://drive.google.com/file/d/1FBKTDYkjgG27RVvQ6xSY7Y6-aJ3HYzIv/view?usp=drive_link Met 28JUN2023 2023 32669693230083 Plumas Charter 6 Survey Feedback: Students as decision makers-how to invest them more Students feeling less connected to adults More ambivalence in general More consequences for negative behavior Relationship and team building with both peers and teachers Actions: the need to intentionally build relationships amongst students and with staff. Students are feeling more disconnected and staff needs to actively find ways to better engage students with each other and staff. SEL program review-intentional review and evolution of the schools approach to SEL and character development Met 26JUN2023 2023 33103300000000 Riverside County Office of Education 6 The 2022-2023 school year was conducted with in-person education. The prior administration of the California Healthy Kids survey categorized virtual and in-person responses separately across some categories. This will serve as a new opportunity to establish a baseline data year. In 2022-2023, Riverside County Community School respondents provided the following: 40% of respondents noted school connectedness. 44% of respondents noted caring adults in their school. 60% of respondents noted that adults have high expectations of students at the school. 87% of respondents noted that the school was safe, very safe, or neutral on the matter. 13% of respondents noted bullying. 18% of respondents noted cyberbullying. In 2022-2023, Riverside County Community School respondents provided the following: 44% of respondents noted school connectedness. 55% of respondents noted caring adults in their school. 67% of respondents noted that adults have high expectations of students at the school. 94% of respondents noted that the school was safe, very safe, or neutral on the matter. 21% of respondents noted bullying. 15% of respondents noted cyberbullying. 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. 07JUN2023 2023 33103300110833 River Springs Charter 6 "In 2022-23, as part of the 2023 LCAP Educational Partner Survey, all students were asked to complete 24 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 students like, with helpful teachers and interesting activities, within a safe and connected environment where students follow the rules and are treated fairly. All students were encouraged to participate. On average, students responded positively to 59%, neutrally/I don't know to 26%, and negatively to 15% 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,” (82% of students responded ""yes"" and “I think my teachers work hard to help me with my schoolwork"" (81% of students responded ""yes""). The two statements with the highest negative ratings were: “I think this school has helped me learn about colleges” (37% of students responded ""no""), and “I have seen problems between people who look different,” (39% of students responded ""yes"" 35% responded “no” and 27% responded “neutral/I don’t know; 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 2023. The school plans to include a segment of the CHKS again in the 2023-24 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 Mental Health Services by partnering with Care Solace to provide students, staff, and families a connection to verified mental health providers 24 hours a day, 7 days a week, in 200+ languages. The school has also established a new partnership with Barstow Community College, increasing access to concurrently earn high school and college credits. We are proud to note that teachers and educational specialists have been recognized by students as their top choices in the survey for two years in a row. Conscientious support has a lasting positive effect on students both inside and outside of a classroom setting." Met 08JUN2023 2023 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. Beginning in 2021-22, additional short surveys for students and staff were administered that include items on climate, belonging, and student-teacher relationships. According to the most recent annual survey results,perceptions of the school climate can be improved. The key items that indicate this are if students feel safe (48%), connected (37%), and speak respectfully to each other (33%). There was a decrease on all three of these items that may also be affected by the increase in student participation from last year (up 38%). Almost 85% of students were at least somewhat satisfied with the effects of programs maintaining a positive school climate.. Some actions that will contribute to improving the climate include: increased outreach to connect families to LMA, maintain traditional activities that help promote engagement (ex. family activities, student recognitions, open house), expand the social-emotional services to match student needs. Met 28JUN2023 2023 33103300125385 Imagine Schools, Riverside County 6 The LEA conducts four annual climate surveys, each targeting three distinct stakeholder groups. Among the key findings from the staff survey, it was observed that staff members feel well-supported and trained in curricular areas, but they expressed a desire for more training opportunities related to the differentiation of curricular practices for students with IEPs. Additionally, staff members appreciated the various cultural events hosted by the school, recognizing the value of these events in fostering meaningful interactions with parents and the community. In the student survey, students reported feeling very safe on the school campus and identified the presence of trusted adults. However, they expressed an interest in additional extracurricular activities and a broader range of class offerings to enhance their educational experience. The parent surveys revealed that parents highly appreciate the variety of communication options offered by the school and believe they have ample opportunities to voice their concerns. They also expressed their satisfaction with the school's family-friendly environment. Parents expressed a desire to see the school expand by offering additional educational options, including Career and Technical Education (CTE) programs, college and career readiness initiatives, and more educational field trips. Stakeholders value the LEA's commitment to providing a safe and supportive school environment. They also appreciate the LEA's efforts in transparent communication and creating opportunities for collaborative decision-making. There is strong support for the dual language program, with stakeholders expressing interest in seeing the school expand its offerings to include CTE programs, among other options. To meet these expectations, the LEA has expanded its afterschool services, introducing a variety of programs, such as music, sports, dance, cheerleading, and plans to introduce coding, robotics, and agriculture programs. These expanded offerings not only provide students with increased knowledge opportunities but also create more avenues for parental involvement in the school community. Met 15JUN2023 2023 33103300128397 CBK Charter 6 The 2022-2023 school year was conducted with in-person education. The prior administration of the California Healthy Kids survey categorized virtual and in-person responses separately across some categories. This will serve as a new opportunity to establish a baseline data year. In 2022-2023, CBK Charter respondents provided the following: 70% of respondents noted school connectedness. 77% of respondents noted caring adults in their school. 85% of respondents noted that adults have high expectations of students at the school. 100% of respondents noted that the school was safe, very safe, or neutral on the matter. 9% of respondents noted bullying. 7% of respondents noted cyberbullying. Met CBK Charter administered the California Healthy Kids Survey on school connectedness and school safety. The CHKS (WestEd) is a reliable and valid instrument. 20JUN2023 2023 33103300128777 Gateway College and Career Academy 6 GCCA students, parents, staff and other stakeholders were surveyed in April and May 2023 concerning their perceptions of the 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 hundreds of other high schools across the state. 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 expansion of virtual and hybrid participation models 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 the virtual and hybrid programs feel connected to each other and the staff. There will be new initiatives to increase student participation and opportunities for connection through our student advisory council events. Met 22JUN2023 2023 33103300136168 Temecula International Academy 6 Temecula International Academy (TIA) sent out a local climate survey to gain a better understanding of how their faculty, student, and parent community felt in relation to the various LCAP goals, as well as school climate. This survey gave the school site more insight as to progress toward their LCAP goals, and where more energy could be devoted to improving the school climate. A highlight from the survey showed that those who were part of check in check out program felt that there was a positive change in behavior after participating in the program. Students, faculty, and parents also shared that they feel there is support in place for their students academically, and that there are opportunities for students to be challenged. In terms of areas for growth, several parents and students expressed that more opportunities for voice and choice would be appreciated for school events and community building activities. This has become a large focus for TIA this year, and new LCAP actions were added to support this identified need. In addition, several students and families expressed a desire to learn more about our social emotional curriculum, R.U.L.E.R., and how to apply the skills taught at school in the home environment. School staff have also shown a desire to learn more about the curriculum and dive deeper into the tools and strategies. To combat these areas for growth, TIA has recognized the need to create a plan to better support staff and families with their understanding of the R.U.L.E.R. program. A committee was created to work over the summer and develop an implementation plan for the school year. They worked to create resources for families and staff to use inside and outside the classroom. This was added as an action to the current LCAP as well. To address the concern of voice in school events and activities, the school has restarted their Falcon Parent Committee to involve families in decision making. The attendance for the first meeting was overwhelmingly positive, and there have been events in place already to help boost the school community and culture. 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. 22JUN2023 2023 33103300137836 Pivot Charter School Riverside 6 1. DATA: A local climate survey of Pivot Charter School students and parents was conducted. Results were generally positive, with 94.8% of students indicating they felt Pivot was a welcoming and friendly place, 76.9% 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 92.1% indicating that they were satisfied with Pivot Charter School and 92.1% 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, 81.6% indicated that they believed their student was prepared. 2. MEANING: An area indicated as a need for improvement was in the area of social and emotional development and counseling. Many students commented that they want to see more clubs or social events at the resource center. 3. USE: Next year we will be launching a program called Pivot PRIDE across all Pivot campuses with the goal of improved culture and climate along with explicit Social Emotional Learning targets. This program will include the development of Pivot core values that are streamlined for best student and community understanding using the letters of PRIDE. Each month of the school year will be focused on a different letter/value which is also connected to a Social-Emotional Learning key competency. For example in September the focus will be PERSEVERANCE and the SEL competency of Self-Awareness. Throughout the month there will be weekly homeroom lessons focused on the related SEL skills, monthly fun pep rallies around the core value, and challenges that students will participate in throughout the month to earn badges and positive recognition. Each month resources will also be sent to student’s caregivers extending the work being done at school. There will also be increased on-campus events and opportunities through Pivot PRIDE, in addition to the virtual events such as pep rallies and homerooms. Met 15JUN2023 2023 33103300137851 Julia Lee Performing Arts Academy 6 ulia Lee Performing Arts Academy administers a School Climate Survey annually to all of the parents. The schools' student groups consist of 63% Hispanic, 14% African American, 14% White, 7% Multiple etc. This certifies that the entire population of the representative student groups voices are heard and responded to. The families respond to a variety of issues ie: Safety/Security, Drop Off & Pick Up Procedures, Curriculum, Library Access, Playground, Lunches, Academic Recognition, and Communication. Based on the feedback of the surveys, parent meetings (Principal's Cafe) and the student group interviews (Mission Club) several changes or enhancements have been made. The Drop Off Procedures have been changed to accommodate the traffic congestion at the front of the building as well as the Drop Off line. The Pick Up procedures have been changed to reflect the pre-pandemic method of picking the students up. All parents are required to sign their students out at the end of the day. This allows the teachers and the parents to discuss any school related matters that occurred that day or will occur. JLPAA has hired a Positive Behavior Intervention Support Coordinator that handles mental health, behavior and social emotional concerns that the families and students may have. The 2023-2024 school year has just started and JLPAA has seen many positive changes. The parent meetings have been scheduled for the 2023-2024 school and as a result of the surveys, the opportunities for parent input has been increased. Met 16JUN2023 2023 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. 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. 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. 15JUN2023 2023 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. - 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 and Family Engagement, School Attendance, and 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 utilizing 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. - 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 10JUN2023 2023 33103300138602 JCS - Pine Hills 6 In Fall 2022 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. 313 students completed the survey (61% of students in grades 4-12). Based on the responses students fell into three categories: • Tier 1 General Proactive Prevention (schoolwide support): 37.4% • Tier 2 Targeted Proactive Prevention (targeted schoolwide support in areas of need): 42.8% • Tier 3 Targeted Intervention (small group or individual): 19.8% The top 5 overall strengths for our students were emotion control, school bonding, empathy, relationships with peers, and perseverance. The top 5 overall areas of need for our students were assertiveness, learning interest, academic motivation, relationships with adults, and relationships with peers. Given the current climate and the residual effects of the pandemic, we were happy to see students feeling connected to peers and the school as well as having a sense of emotional control. Areas of greatest need indicate that our students continue to have a lack of motivation and are not interested in the curriculum. We were happy to see that when compared to last year, optimism and perseverance have increased in students. We gave the HSA two times in 22-23, but no action was taken in between to utilize the data for meaningful interventions with students. For 23-24 we will only give the HSA once, but we'll continue to work on a plan for using HSA data for interventions in all tiers that are aligned with our SEL curriculum. Additional training may be needed for staff to know how to connect these pieces and act on them. Met 09JUN2023 2023 33103300139428 Garvey/Allen Visual & Performing Arts Academy for STEM 6 "Local Climate Survey Summary Local Climate Survey 2023 Parents and Guardians Garvey/Allen STEAM Academy administers an annual survey to all parents, and works to obtain feedback from staff, parents, and students alike. The school is committed to addressing any important issues that arise. Additionally, Garvey/Allen’s SSC is involved in making and approving both funding and financial decisions as well as contributing to school culture and bringing up concerns to the administration. 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 students 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." Met Our charter also focuses on SEL. Teachers, led by our School Counselor, implement our SEL curriculum, hold advisory meetings, and apply PBIS strategies to frontload positive behavior and to resolve behavior challenges. 29JUN2023 2023 33103300140780 Audeo Valley Charter 6 1. AVCS 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 on the development of AVCS’s LCAP. In order to monitor the success of AVCS’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 2022-2023, AVCS exceeded this metric. Over 96.9% of students reported that they felt safe at AVCS and 97.4% of parents reported that they feel their child is safe at AVCS. 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 2022-2023 AVCS’s suspension rate was 0.0% and expulsion rate was 0.0%. 2. 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. Confidence surveys show an increase after 90 days of enrollment in students’ confidence in their ability and skills to learn and succeed in school and in their receiving of the support from their teacher to succeed in school compared to prior to enrolling. 3. In addition to an Annual LCAP Stakeholder Engagement Survey the LEA will also administer the California Healthy Kids Survey (CHKS) to evaluate students’ perceptions of mental health, social-emotional health and overall school climate and connectedness. Educational partners have provided feedback that children and youth in transition need additional academic, physical, emotional, and mental health needs. To address these needs, a homeless and foster youth liaison will provide case management services to children and youth in transition and other vulnerable student groups. Research indicates that a dedicated homeless and foster youth liaison in schools can contribute to improving educational outcomes, promoting stability, and fostering a supportive and inclusive environment for these vulnerable populations. Met 22JUN2023 2023 33316250000000 California School for the Deaf-Riverside (State Special Schl) 6 Not Met For Two or More Years 2023 33669770000000 Alvord Unified 6 "In April 2023, Students in grades 5, 7, 9, and 11 were administered the California Healthy Kids Survey. From the data obtained, Alvord pulled the primary key indicators to support their actions and services provided for students and staff. The key indicators across elementary (ES), middle (MS), and high school (HS) climate were as follows: School Connectedness (ES: 66%, MS: 47%, HS: 46%) Academic Motivation (ES: 79%, MS: 58%, HS: 56%) Caring Relationships: (ES: 65%, MS: 50%, HS: 51%) High Expectations: (ES: 80%, MS: 50%, HS: 64%) Meaningful Participation: (ES: 36%, MS: 18%, HS: 21%) Perceived School Safety: (ES: 72%, MS: 45%, HS: 48%) Areas of strength noted in our key indicators include: academic motivation, positive behavior, and high expectations. Two of the key indicators that Alvord is focused on based on the survey results include school connectedness and school safety. With regard to school connectedness across reporting grade levels, elementary students report significantly higher school connectedness than their secondary counterparts. Additionally, white, hispanic, and black student groups in middle school report a higher percentage of school connectedness than the overall average of 58%. Another area of focus is that of school safety. Elementary students report significantly higher perceptions of school safety compared to secondary school students. Black elementary students reported a 7% lower perceived sense of school safety less than the overall average. This trend continues through high school. The implementation of the PurposeFull People Social-Emotional Learning (SEL) curriculum at the elementary school level has proven successful, as evidenced by the increasing positive responses from our elementary students on the California Healthy Kids Survey (CHKS). Given the success at the elementary level, our next step is to determine and implement an SEL curriculum tailored to students in grades 6-12. We recognize that the adolescent years come with unique challenges, and we want to ensure that our students continue to receive the necessary support and guidance to navigate these crucial stages of development successfully. Furthermore, we are excited to leverage the Positive Behavior Intervention and Support (PBIS) framework, which aligns seamlessly with the PurposeFull People SEL curriculum. This integration will create a more comprehensive approach to promoting positive behaviors and reinforcing our commitment to a healthy school climate. By combining these two initiatives, we aim to create a more harmonious and respectful school culture. In addition, we will continue our work with ""Greatness Within"", which focuses on amplifying the voices of our Black students and strengthening their sense of connectedness to the school community. Recognizing the importance of diversity and inclusion, we are dedicated to ensuring that every student feels valued and empowered to share their experiences and perspectives." Met 08JUN2023 2023 33669850000000 Banning Unified 6 The Banning Unified School District administered a local climate survey to students in 5th, 7th, 9th, and 11th grades. The survey administered in the spring 2021 was the California . The survey provides a valid measure of students’ perceptions of school safety and connectedness to the school. The results of the survey show that elementary students overall feel safe and show that they feel connected to their respective school sites. However, that number was lower for secondary students. When asked if they feel academically motivated at school, 67% of grade 7, 58% of grade 9, and 53% of grade 11 said they were motivated. The data shows that 75% of grade 5, 57% of grade 7, 47% of grade 9, and 65% of grade 11 students feel there is an adult on campus that cares about them. Overall, there has been a decline in academic motivation for secondary students. To address this, the district prioritizes student engagement strategies, social and emotional learning, resources, and supports. At the elementary level, it is worth noting that there is a significant increase in the percentage of elementary students feeling that adults on campus care about them. Data tells the story and helps Banning USD reflect, assess, and evaluate the success of supports and programs being implemented. Data will also inform the needs of further resources and supports that may be required as students navigate the current school year, 2023-2024. Met 14JUN2023 2023 33669930000000 Beaumont Unified 6 During the 2022-23 school year, grades 5, 7, 9 and 11 took the California Healthy Kids Survey (CHKS). Grades 3-12 took the local Panorama survey. The following data points were shared in Goal 1 of the Local Control Accountability Plan (LCAP). CHKS: The California Healthy Kids Survey (CHKS) reports on an average (2022-23): Grade 5 Anti-bullying Climate 77% High Expectations Scale 86% Parent Involvement Scale 80% School Connectedness 77% Grade 6 Not Reported Grade 7 High Expectations Scale 67% Promotion of Parent Involvement 47% School Connectedness 51% Caring Adult 52% Academic Motivation 56% Grade 8 Not Reported Grade 9 High Expectations Scale 61% Promotion of Parent Involvement 37% School Connectedness 47% Caring Adult 49% Academic Motivation 56% Grade 10 Not Reported Grade 11 High Expectations Scale 63% Promotion of Parent Involvement 29% School Connectedness 37% Caring Adult 53% Academic Motivation 53% Grade 12 Not Reported 2022-23 Demographics (Emotional Well-Being) Grade 3-5 Sense of Belonging: All Students 69% Foster Youth 54% Socioeconomically Disadvantaged 68% English Learners 70% Growth Mindset: All Students 62% Foster Youth 63% Socioeconomically Disadvantaged 61.5% English Learners 60% Self-Efficacy: All Students 55% Foster Youth 50% Socioeconomically Disadvantaged 55% English Learners 48% Emotion Regulation: All Students 45% Foster Youth 46% Socioeconomically Disadvantaged 44% English Learners 43.3% Grade 6-12 Supportive Relationships: All Students 79% Foster Youth 81% Socioeconomically Disadvantaged 78% English Learners 79% Positive Feelings: All Students 55% Foster Youth 51% Socioeconomically Disadvantaged 54% English Learners 58% Emotion Regulation: All Students 43% Foster Youth 43% Socioeconomically Disadvantaged 43% English Learners 46% Sense of Belonging All Students 38% Foster Youth 37% Socioeconomically Disadvantaged 38% English Learners 43% Students within the District responded that they are held to high academic expectations according to the California Healthy Kids Survey (CHKS). As students move from elementary (TK-5) to secondary (6-12), there is less sense of connectedness and parent involvement within the school community. Elementary has a higher sense of connectedness compared to the secondary (6-12) level. According to Panorama survey results, students in grade 3-5 have a higher Sense of Belonging compared to Growth Mindset, Self-Efficacy and Emotion Regulation. Compared to the national average, the District boasts an overall higher emotional well-being than nationally normed data. In grades 6-12, students have a higher rate of Supportive Relationships compared to Positive Feelings and Emotion Regulation. In grade 6-12, students have a lower sense of belonging compared to the national average (38%) while inversely, have higher rates of Supportive Relationships (79%), Positive Feelings (55%), and Emotional Regulations (43%) compared to the 2021-22 school year. Met Two areas of focus in response to the data is in grades 6-12: The District will be adding two programs to grades 6-12 called Capturing Kids Hearts and Breaking Down the Walls. The intent is to establish a positive sense of belonging for students by improving student and staff relationships. Additionally, by establishing a student ambassador program (Breaking Down the Walls) that promotes inclusivity, student leadership and school culture, the District aims to improve student sense of belonging. The District has partnered with Thriving School Community. Based on the feedback from teachers and support staff, the tools they have gained to support student Connectedness, Emotional Regulations, Self-Efficacy and Supportive Relationships has created classroom climates that support student well-being and student and staff safety. This partnership will continue to support staff in creating positive relationships with all students. 06JUN2023 2023 33669930127142 Highland Academy 6 The results of the staff, parent, and student climate surveys are a critical part of the agenda for our Board meetings. This ensures that the Board members, who provide governance and oversight for Highland Academy, are kept informed about the state of school safety and connectedness. During these meetings, the school presents a summary of the survey findings, highlighting key takeaways, areas of improvement, and any specific actions taken or planned in response to the survey results. This open and regular discussion allows Board members to ask questions, provide input, and make informed decisions regarding policies and initiatives aimed at enhancing the school environment. Similarly, the administrative team also prioritizes the discussion of the climate surveys results in their regular meetings. By incorporating the survey results into these meetings, our school ensures that the findings are disseminated to the individuals who have the authority and responsibility to implement changes at the school level. This enables collaborative problem-solving and the development of targeted strategies to address specific issues identified in the surveys. In the surveys, students, parents and staff showed higher responses in the following areas: (a) school perceived as very safe, (b) high academic expectations, (c) caring adult relationships, and (d) effective academic and behavioral interventions and remediation. Areas that showed lower responses included: (a) students having experienced bullying and/or cyberbullying, (b) mental health challenges such as anxiety and depression, (c) learning loss, (d) the level of academic rigor in class.. The responses indicate that students feel safe, connected to staff, and motivated. Highland Academy 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. LCAP goals include support for education and guidance for social and emotional needs of students Met 23JUN2023 2023 33669930139360 Mission Vista Academy 6 We administered a local climate survey to staff, families and students. The survey results demonstrate that most of our students feel high levels of connectedness to our school. Met 23JUN2023 2023 33670330000000 Corona-Norco Unified 6 In the 2021 – 2022 school year, CNUSD administered the California Healthy Kids Survey to students in fifth, seventh, ninth and eleventh grades to ascertain student thoughts about their 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 guide school improvement and Local Control and Accountability (LCAP) efforts, particularly in regard to the state priorities of enhancing school climate, pupil engagement, parent involvement, and addressing the needs of vulnerable groups. The number of student participants were: Grade 5 - 2,612 Grade 7 – 3,502 Grade 9 – 3,617 Grade 11 – 3,252 Results by Level Elementary - Grade 5 School connectedness – 74% Social and emotional learning supports – 75% Feel safe at school – 80% Students treated with respect – 85% Mental Wellness – 72% Secondary – Grade 7,9,11 School connectedness Grade 7 – 61% Grade 9 – 56% Grade 11 – 53% Academic motivation Grade 7– 65% Grade 9 – 60% Grade 11 – 60% Feel safe at school Grade 7 – 61% Grade 9 – 58% Grade 11 – 60% An adult at school cares about me Grade 7 – 52% Grade 9 – 48% Grade 11 – 53% 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 results of this survey provided guidance around the types of support needed on sites. CNUSD took action to provide security guards to all Elementary schools and increase the number of security personnel provided to all Intermediate schools. In addition, enhanced security cameras and fencing projects are in process across the district to increase safety. CNUSD is also committed to decreasing class sizes at all levels K-12 over the next three years to increase student connectedness and academic success. In addition, CNUSD continues its implementation of MRSS tiered supports for both academic and social emotional needs of students at all sites. Further, this data supports providing additional school counselors at all levels, implemented 2022. (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 20JUN2023 2023 33670410000000 Desert Center Unified 6 Using student information data and a student survey the school was able to get a pulse on school climate. Discipline referrals SY 2022-23 showed a decrease from SY 2021-22. The school had two (2)student suspension for SY 2022-23. The school had zero (0) student expulsions for SY 2022-23 The school utilized its student survey that was developed in 2021-22. This survey allowed stakeholders to contrast results from SY 2021-22 to that of SY 2022-23. This survey demonstrated positive growth relating to academic offerings, teachers efforts in the classroom, and the climate of the school with respect to peers. Overall the students feel safe and secure at the school but there were some responses that showed a few students felt unsafe at the school. Met N/A 21JUN2023 2023 33670580000000 Desert Sands Unified 6 Just over thirteen thousand students in grades 3-12 participated in the annual Support and Environment survey through Panorama. Grade level spans responded to questions on the following topics: Teacher-Student Relationships Sense of Belonging Engagement School Climate School Safety Key Learnings Elementary Schools (Grades 3-5): 78% of students feel they have a strong connection with their teacher. 66% of students shared that they feel they are valued members of the school community. 63% of students believe they are attentive and invested in class. 61% of students indicated a positive social and learning climate at the school. 57% of students feel they are physically and psychologically safe at school. Favorable responses are highest in grade three and lowest in grade five for all topics. Favorable responses from our English learners are lower than the average for all topics. Favorable responses from our students with disabilities are lower than average for most student groups. Key Learnings Middle and High School (Grades 6-12): 41% of secondary students feel they have a strong connection with their teacher. Students in grade six had the most favorable responses while students in grade ten had the lowest. Our students with disabilities had a higher percentage of favorable responses than the average. 32% of secondary students feel they are valued members of their school. Students in grade six had the most favorable responses while studies in grade ten had the lowest. Our students with disabilities had a higher percentage of favorable responses than the average. 23% of secondary students feel they are attentive and invested in class. Students in grade six had the most favorable responses. Our students with disabilities had a higher percentage of favorable responses than the average. 38% of students perceive a positive social and learning climate at school. Students in grades six, eleven and twelve had the most favorable responses while students in grade seven had the lowest. Our students with disabilities had a higher percentage of favorable responses than the average. 51% of students perceive physical and psychological safety at school. Students in high school have more favorable responses than middle school students. Our students with disabilities had a lower percentage of favorable responses than the average. Response to Key Learnings: Our Multi-tiered system of support continues to grow and strengthen. We are adopting a MTSS data platform through Synergy as a means of monitoring the academic and behavioral progress of students. Additionally, we are continuing to add additional data sets to the DSUSD Data Warehouse. Desert Sands has increased offerings for students and families that need mental health support. Continue to support schools that have staff turnover with Tier I and Tier II teams to ensure consistency with MTSS. Rethink PBIS training at the high school level. Met 20JUN2023 2023 33670586031959 George Washington Charter 6 "Washington Charter School (WCS) administered the Panorama Education Well Being Survey in the fall of 2022 and winter of 2023 to 3rd-5th grade students. The impact of COVID is still evident. Some students have needed to learn or re-learn how to get along, share, be patient, have compassion and empathy, and to work collaboratively. Some students are anxious coming to school and others do not feel connected. This year there were fewer incidents of students being physical but numbers have increased in comparison to the school year prior to COVID. The school continues to take swift action when students are not making good choices. When working with students and families administration focuses on providing guidance and resources to assist the child and or family. Discussions focus on the importance of caring and compassionate behavior. Additional actions of staff include reviewing consequences for making ill-advised decisions, communication with parents, classroom meetings, having the school counselor make regular presentations in classrooms and having an open door policy for students and parents to freely share their thoughts and suggestions. This year the profile of the Ambassadors was raised. Ambassadors met with Ms. Palermiti, Mr. Lehmann and other school personnel to share their thoughts, ideas and suggestions on improving the school climate. An area of focus of the Ambassadors is the need for actionable items that focus on diversity and embracing inclusiveness and equity. Schools continue to feel the effects of a prolonged school closure followed by a year of policies and procedures that focused on health protocols. The 2022-2023 academic year had a traditional opening, which laid the foundation for a school year that can be termed ""normal."" Comparing the results of the fall and winter student well-being survey showed a positive upward trend in the percent of students responding favorably with regard to supportive relationships 87% to 89%, positive feelings 69% to 72% and challenging feelings 65% to 67%. In comparison to DSUSD and core district data WCS has favorable results. WCS often places in the 80th-90th percentile. The spring 2023 survey of skills and competencies administered to students in grades 3-5 was equally encouraging with the greatest growth in grit and self-efficacy. The one area of decline is in Growth Mindset. Results from the 85 family respondents to the family and school relationships survey was favorable with growth in all topic areas. Eighty-four percent of respondents gave a favorable rating to school climate and eighty-nine percent for school safety. The high rating for school safety validates the emphasis on school safety (goal 2 of the WCS LCAP). Administration and staff plan to spend time in June 2023 looking at and reflecting on disaggregated data that will be reviewed during a more detailed look at survey results with Panorama staff. Listening to our educational partners will allow for continuous improvement." Met 12JUN2023 2023 33670586031991 Palm Desert Charter Middle 6 In February of 2023, 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, accurately reflecting our student body with 701 responses out of a student population of 1345. The results show an improvement in Sense of Belonging and Safety. The 2022 Sense of Belonging was 44% (-12%). This year we only declined -3% to a score of 41%, and the 2022 Safety score was 60% (-19). It went down 7 points to 53%. We are pleased that the downward spiral has eased back. We hope to see the numbers go up next year with the addition of a 4th security guard and SRO, and instituting the WEB (Where Everyone Belongs) program During the 2022-2023 school year, we will implement the following actions to build connections between teachers and students: Panther Academy (focus on school rules and norms), implement multiple school clubs, lunchtime activities, afterschool tutoring, and afterschool sports. Met 07JUN2023 2023 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 2022-23 administration of the California Healthy Kids Survey was provided to students in 5th, 7th, 9th and 11th grade. Students in 5th, 7th, 9th and 11th grade report a sense of being connected to school in a span ranging from 45%-68%. In addition, 47%-70% 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 20JUN2023 2023 33670820120675 Western Center Academy 6 Our students take multiple Social Emotional Learning Surveys throughout the year, all of which ask about their connection to an adult at the school, a proxy for school climate. This survey is given to all grade levels, 6 through 12. The district office sends a representative to work with students who are of great concern and our counselor and MFT work with students with lower levels of concern. Our students also take the California Healthy Kids Survey and together as an admin/counseling team, we evaluate the results and decide on what steps to take to remedy any weaknesses. Hemet Unified also sends a parent survey around the district’s LCAP goals and WCA sends our own, specifically targeting our LCAP goals. These surveys go out annually in early May. We evaluate the data and free-response comments to identify areas of need and respond accordingly. Met 16MAY2023 2023 33670900000000 Jurupa Unified 6 "The California Healthy Kids Survey (CHKS) is administered every two years in grades 6, 7, 9, and 11, with current results from 2022-23. 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 annually. On the California Healthy Kids Survey (CHKS), 6th-grade data results reflect that 68% of our students feel connected to school, 66% have a caring relationship at school, and 81% feel adults at school have high expectations for them. At the secondary level for Grades 7, 9, and 11, 48%, 50%, and 48%, respectively, report they feel connected to school and have caring adult relationships at school 53%, 54%, and 56%, 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 a social-emotional program to help address these secondary student needs. The CHKS will be re-administered in the Fall of 2024. Relative to the district's LCAP survey data, 91% of parents indicated it is ""quite important"" or ""extremely important"" for the district to focus on school climate and culture, and 71% of elementary students responded favorably on their teachers being excited to teach their classes, and 63% of teachers/staff report a favorable school climate (50th percentile compared to national results)." Met 26JUN2023 2023 33671160000000 Menifee Union 6 "Our district continued with the School Climate and Culture Survey from Panorama Education for the 2022-2023 school year since it provided us with triangulated data from students, teachers, staff, and families. We continue to observe high participation rates with 73.9% of eligible students completing the Student Competency and Well-being Measures and 76.7% of eligible students completing the Student Supports and Environment Survey. Based on 3,227 responses, 64% of students in grades 3-5 responded favorably to perceptions of student physical and psychological safety at school which places Menifee Union School District at the 70th percentile nationwide according to the Panorama data sets. This is an increase of 1% from the Spring 2022 data. In elementary school, 64% of socioeconomically disadvantaged responded favorably, 56% of foster youth, 59% of students experiencing homelessness, 59% of students learning English, and 62% of students receiving special education services responded favorably. Based on 2,761 responses, 54% of students in grades 6-8 responded favorably to perceptions of student physical and psychological safety at school which places Menifee Union School District at the 40th percentile nationwide. This data point remains the same as the Spring 2022 data. In middle school, 54% of socio-economically disadvantaged students responded favorably, 48% of foster youth, 56% of students experiencing homelessness, 56% of students learning English, and 55% of students receiving special education services responded favorably. Slight increases were evidenced when Spring 2022 and Spring 2023 survey data were compared and analyzed. Students in grades 3-5 have an increase of 2% in the area of supportive adult relationships. 89% of students responded favorably to ""how supported students feel through their relationships with friends, family, and adults at school"" with 88% of socio-economically disadvantaged students responding favorably, 89% of foster youth, 84% of students experiencing homelessness, 88% of students learning English and 89% of students receiving special education services. Students in grades 6-8, dropped one percentage point in the area of supportive adult relationships at 80% responding favorably. We have focused on parent and family engagement through the site Community Liaisons where students have a network of adults to support and respond to their needs which has strengthened the data in this area of need. Professional learning has also focused on Trauma Informed practices and appropriate adult reactions to student behavior which has allowed teachers and staff to better build relationships and learning environments inclusive to all. In response to survey data from Spring 2022, the implementation of MTSS and Universal Design for Learning occurred to improve students' classroom experiences." Met 15JUN2023 2023 33671160109843 Santa Rosa Academy 6 1. DATA CA School Dashboard Suspension Rates: 2.4 (Maintained from 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 improving 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 to facilitate on-campus enrichment opportunities for home schooled students. Met 14JUN2023 2023 33671240000000 Moreno Valley Unified 6 Moreno Valley Unified School District is committed to continue ensuring that students and families feel safe within our schools, especially those who 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 families, teachers, principals, and district administrators work together to plan, design, implement, measure/track, and evaluate family engagement activities at school and district levels. 80% of families responded favorably when asked about their school’s safety on the Spring 2023 Panorama survey. 72% of students responded favorably when asked about their school’s safety on the Spring 2023 Panorama survey. 56% of families indicated they are connected to other families at their school and they support each other. 80% of students indicated they feel a sense of belonging at their school. 46% of students indicated that they felt other students at the school would try to stop bullying. We will improve these rates by: - Administering the Fall/Spring 2023-24 School Safety Survey to monitor growth. - Implementing a District-Wide Social Emotional Plan resulting in positive student-adult relationships that support academics, wellness, and safety for all. - Expand and implement a district and community Anonymous Reporting System whereby students and families can anonymously report incidents such as bullying/harassment. - Facilitating relationships between and among families of students during school site and District-wide meetings. - Increasing communication and parent engagement through our Parent Ambassadors. - Increasing parent engagement opportunities at the site and district level. - Continuing to facilitate family input through District hosted LCAP Meetings (PAC) - Providing opportunities for families to provide input through School site meetings (SSC, ELAC, AAPAC) - Continuing to engage and connect parents through District Meetings (DELAC, AAPAC, LCAP, CAC) Met 27JUN2023 2023 33671570000000 Nuview Union 6 In order to capture a valid measure of student perceptions of school safety and connectedness, data was obtained during the administration of the California Healthy Kids Survey in March of 2023. This survey was given to all of our District's 6, 7, 9, and 11th graders. Feedback gleaned from these surveys guided the actions and services listed in this year's LCAP. After reviewing data such as 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. We also 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 creating a positive and engaging climate at each school, where students feel valued, supported and safe. Through this LCAP process, we will maintain our increased counseling services for unduplicated students at all schools. By increasing our mental health supports, we are hopeful that we will decrease the amount of our students feeling socio-emotional distress. Met 08JUN2023 2023 33671573331014 Nuview Bridge Early College High 6 "Key Learnings from survey: Data from the 2022-23 CHKS indicate that 59% of 9th grade students and 45% of 11th grade students perceive their school as being ""safe"" or ""very safe."" Other data from CHKS survey indicate that 48% of 9th grade students and 47% of 11th grade students feel ""connected to school most or all of the time."" Additionally, 23% of 9th and 11th grade students reported experiencing emotional distress. These data are consistent with CHKS data from prior years in which students indicated a need for increased support in the area of social/emotional well-being. This is also consistent with parent input provided at District English Learner Advisory Committee meetings indicating the need to increase social/emotional supports for students. As these data were being collected during the 2022-23 school year, two significant steps were taken to increase actual and perceived safety on campus, as well as to increase social/emotional and mental health support for all students. The LEA has added a full time campus security guard as well as a full time mental health wellness therapist. The LEA has also constructed the physical facility of a dedicated wellness center and is pursuing steps to recognize that center as a ""school-based health center."" Staff and facilities additions in both of these areas began providing immediate and substantially expanded support to students in both of these areas. While our LEA historically has very low rates of safety and/or discipline related concerns, we have seen a reduction to that already low number so far during the 2023-24 school year. Recognizing that these two areas of safety and mental health will remain ongoing areas of priority for us, we will continue to expand and improve our current programs, and will analyze future survey related data in these areas to monitor their impact on the real and the perceived conditions for students on campus." Met 08JUN2023 2023 33671730000000 Palm Springs Unified 6 In the Winter of 2023, Palm Springs Unified School District administered school climate surveys to students in grades three through twelve through the Panorama Education data collection platform. 60% of elementary students and 63% of secondary students reported favorable perceptions of school safety, indicating a three percentage point decline in safety ratings by both elementary and secondary students when compared to Winter 2022 survey results. Socioeconomically disadvantaged (SED) students reported higher favorability compared with their non-SED peers in both grade spans. English Learners (ELs) reported the same ratings in elementary grades and higher ratings in secondary grades than their non-EL peers. Hispanic students (elem 61%, sec 64%) reported higher safety ratings than African American (elem 57%, sec 54%) or White (elem 56%, sec 58%) student groups, consistent with Winter 2022 results. Safety is a high priority topic based on educational partner input and feedback. Sense of Belonging (School Connectedness) items focus on student impressions of being a part of the school. Elementary students (73% favorable) continue to report significantly higher rates of connectedness than secondary students (48%). SED students reported lower connectedness ratings in both grade spans compared to non-SED students, while EL students in the elementary grades reported the same levels of favorability and EL students in the secondary grades reported higher rates of favorability compared with their non-EL peers. Hispanic students in elementary (74%) reported higher connectedness ratings than African American (65%) and White (73%) student groups. Hispanic students in secondary (48%) reported higher connectedness than the African American (42%) student group but lower connectedness than the White student group (51%). 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 Winter 2022 levels. Supports for connectedness continue to evolve to meet with the changing needs and interests of students. Met 27JUN2023 2023 33671736032411 Cielo Vista Charter 6 DATA: Based on the panorama data our middle school school connectedness and safety went up from the previous school year. Our elementary percentages went down in these two areas. Secondary Safety: Overall 64% EL 65%, non-EL 56% Filipino 64%, Hispanic 65%, White 53%, Two or More 64% SWD 63%, non-SWD 60% Secondary School Connectedness: Overall 63% EL 55%, non-EL 62% Filipino 82%, Hispanic 61%, White 65%, Two or More 74% SWD 44%, non-SWD 32% Elementary Safety: Overall 66% EL 71%, Level 2: 67%, Level 3: 72%, Level 4: 74%, Non-EL 64% Filipino 60%, Hispanic 67%, White 61% SWD 81%, non-SWD 81% Elementary Connectedness: Overall 78 % EL 85%, Level 2: 73%, Level 3: 82%, Level 4: 80%, non-EL 76% Filipino 82%, Hispanic 78%, White 68% SWD 82%, non-SWD 77% MEANING: The data reveals that we have important work to do. We will continue to create systems in which we are building an infrastructure in which we are supporting all kids. Barriers we are facing are social media, less human connection; the opportunity for growth is to create even more opportunities for students to engage with each other in positive environments. More field trips, more social events and educational and leadership opportunities. Use: After close analysis and feedback from stakeholders we are adding an additional Leadership class during the school day for middle school. We will be increasing participation in Student Lighthouse team by providing opportunities for staff and students to meet during the school day as well as after school. The goal is to increase student voice/input. Providing platforms and spaces for students to provide feedback and create action plans based on their needs. The 7 habits Leader In Me philosophy and practices will be required in all classrooms. Teachers will be trained and will attend Leader In Me Symposiums. Met 27JUN2023 2023 33671810000000 Palo Verde Unified 6 Because of this data and other data from CHKS, PVUSD has added a second vice principal at the secondary level (PVHS). PVUSD has also added other social emotional support personnel. PVUSD is also focusing on positive behavior Tier 1 and Tier 2 to improve school climate. Met PVUSD administered the California Healthy Kids Survey (CHKS) to 5th, 7th, 8th, and 11th grade students throughout the district.The CHKS is to be administered every other year; however, school closures and COVID-19 pandemic issues has disrupted this schedule. The most recent CHKS Survey showed the following: Elementary (5th grade): 233 enrolled, 101 participated (43%) 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, 13% all of the time Secondary (7th grade): 199 enrolled, 30 participated (15%) (9th grade): 212 enrolled, 79 participated (37%) (11th grade): 195 enrolled, 123 participated (63%) Two survey results: Happy to be at school? 5% strongly disagree, 15% disagree, 46% neither disagree nor agree, 28% agree, 7% strongly agree Do you feel safe at school? 5% strongly disagree, 11% disagree, 38% neither disagree nor agree, 39% agree, 8% strongly agree 27JUN2023 2023 33671810138610 Scale Leadership Academy - East 6 Both students and parents at SCALE Leadership Academy-East express high levels of satisfaction with the curriculum and their engagement with it. They feel that the interactions with staff members are respectful, supportive, helpful, and comfortable, creating a positive learning environment. Notably, elementary students feel empowered to seek help from adults when they witness instances of bullying or violations of school rules. They also feel confident in approaching adults when they don't understand classroom concepts, indicating a supportive and approachable atmosphere. Similar outcomes are reported by middle school students, who express satisfaction with the interactions with staff members. They highlight that their instructors provide them with opportunities to grow and learn from their mistakes, fostering a sense of personal development and responsibility. On the other hand, high school students have expressed a desire for more opportunities to apply what they have learned in the classroom to their daily lives. They aspire to have practical applications of their knowledge and skills, indicating a desire for more real-world connections and experiences. Additionally, high school students feel empowered to problem-solve independently rather than relying on administrative assistance, showcasing their growth in critical thinking and self-reliance. These positive experiences and perceptions of students and parents reflect the effectiveness of the curriculum and the supportive environment fostered by the staff at SCALE Leadership Academy-East. The satisfaction expressed by both students and parents underscores the successful implementation of engaging instructional methods and the dedication of the school community to empower students in their learning journey. Met 17JUN2023 2023 33671990000000 Perris Elementary 6 The 2022- 23 Panorama Survey was administered; according to this survey data administered to grades 5-6th, 89.5% 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?”, 95% responded favorably (answered Yes- some of the time; Yes- most of the time; or Yes- all of the time). The disaggregated results of the Panorama survey reveal that students are now feeling safer and more cared about by adults at school than they did in years past. The district's commitment to PBIS, the implementation of a school counseling program, and the Playworks program with social work interns at all the school sites and the Student Support Providers have positively impacted students feeling safer and more cared about at school. We will continue to deepen the implementation of these initiatives and continue to build on this success by continuing the work on the development of our MTSS framework. Structured recess trainers continue to provide site-based coaching at each school once per month to help site teams learn play-based strategies for recess supervision, group management, and conflict resolution and provide the games with opportunities for group reflection and action planning. Supervision aides and site administrators were also given multiple opportunities to visit a robust recess program in a neighboring district that combines elements of Playworks and PBIS and adds additional structured options for students. Many sites took what they observed and began implementing these improved and increased services in their schools. Met 15JUN2023 2023 33671996105571 Innovative Horizons Charter 6 IHCS administered the the LCAP surveys to students, parents and staff, with the goal of obtaining feedback connected to the measured goals established in the Local control Accountability Plan. IHCS has been working diligently on academic and behavioral MTSS. As a testament to the hard work and focus on MTSS, IHCS received a platinum recognition award from the state PBIS in 2022 and 2023. 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. Met 05JUN2023 2023 33672070000000 Perris Union High 6 California Healthy Kid Survey (2022-2023) : 3,938 participants 7th graders: 589 9th graders: 2,010 11th graders: 1,329 School Safety: 49% of respondents felt safe at school School Connectedness: 45.75% of respondents felt connected to school Met 21JUN2023 2023 33672070101170 California Military Institute 6 California Healthy Kid Survey (2022-2023) : 3,938 7th graders: 589 9th graders: 2,010 11th graders: 1,329 School Safety: 49% of respondents felt safe at school School Connectedness: 45.75% of respondents felt connected to school Met 21JUN2023 2023 33672150000000 Riverside Unified 6 Our District conducted the Culture and Climate Survey in the Spring of 2023 and asked three important educational partner groups – families, students, and teachers/staff – for their feedback. The focus of the surveys was to gather information on the Culture and Climate of RUSD. This year we partnered with Panorama Education to create and administer the RUSD - Culture and Climate Surveys. The surveys were designed with the following five topics for all three educational partner groups for the purposeful gathering of similar data points from different perspectives. The topics were School Safety, School Climate, Sense of Belonging, Engagement, and Relationships. There were 20,905 total survey respondents, which included students, teachers, site and district staff, and families. There was an increase in the number of students and teacher/staff who participated compared to previous years, but a decline in the number of families who provided input. Survey questions were scored using a method known as percent favorable. When a question is scored as “74% favorable,” this means that 74% of respondents selected a favorable choice. Questions are grouped thematically by topic. The three topics listed in this narrative provided our district with results that will lead to actions for our LCAP. In the topic of School Safety, 56% of students and 54% of teachers responded favorably to this topic, while 69% of district and site staff and 68% of families responded favorably to this topic. For School Climate, 43% of students and 50% of teachers, respectively, responded favorably to this topic, whereas 57% of district and site staff responded favorably, and 59% of families responded to this topic favorably. On this topic, all three groups were below the national average of percentage favorability. In the topic of Sense of Belonging across the three groups, the survey results indicated that only 37% of our students expressed favorably. In terms of teachers, 61% responded favorably, with 56% of district and site staff responding favorably. For all three topics, the results are not where RUSD wants them to be and additional work lies ahead in the years to come in order for these to improve. District teams have identified key next steps to address areas within each topic to support our students, employees, and families. A few examples of these actions are the addition of campus supervisors at RUSD schools, professional development for staff to increase understanding of people different from ourselves, and targeted data analysis and action planning at school sites/work locations. Met 29JUN2023 2023 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. Met 01FEB2023 2023 33672310000000 Romoland Elementary 6 The California Healthy Kids Survey (CHKS) is administered to students in grades 5 & 7 annually. Results inform school climate, safety needs, and actions in each School Plan for Student Achievement (SPSA) and School Safety Plan. The Local Control and Accountability Plan (LCAP) school and district teams analyze the results annually to inform needs and actions for inclusion in the LCAP. Results from the Spring 2022 survey are shared here (% “Yes, most of the time” or “Yes, all of the time” ratings): School Connectedness Gr. 5: 74% Gr. 7: 52% Caring Adult Relationships Gr. 5: 67% Gr. 7: 54% Feel Safe at School Gr. 5: 77% Gr. 7: 48% Key learnings: For Gr. 5, School Connectedness increased from the 2021 results, Caring Adult Relationships decreased slightly, and Feeling Safe at School was similar to the previous year results. For Gr. 7, School Connectedness, Caring Adult Relationships, and Feeling Safe at School decreased from the 2021 results. Elementary students have higher ratings than middle school students across all areas. There is growth to be made across all areas for middle school. Meaning: The data reflect that investments in full-time school counselors, school-based mental health therapists, increased campus supervision staff, multi-tiered systems of support, and bullying prevention plans 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 increasing safety measures at all schools will support improvement in all areas, particularly for middle school. Use: Each elementary school has one full-time school counselor. Elementary schools 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. The alternative school of choice has the services of a contracted counselor/mental health therapist. Counselors use the results of the CHKS to guide their instructional program development for the year; they teach guidance lessons monthly to all students in alignment with identified CHKS needs. School administrators and education partner groups analyze the CHKS data to make Safety Plan adjustments, set SPSA goals and actions, and develop strategies and programs to improve the school climate in an ongoing manner. District-wide data and stakeholder feedback from 2022-23 indicated the need to increase support for students’ SEL-B & safety, and those actions for 2023-24 are being implemented via the LCAP by maintaining School-Based Mental Health Therapist services, maintaining the services of Board Board Certified Behavior Analysts (BCBAs), refining behavior expectations & systems, maintaining increased campus supervision staff, continuing CareSolace, adding a School Resource Officer, adding an assistant principal at EACMS, and staff safety training. Met 27JUN2023 2023 33672490000000 San Jacinto Unified 6 1. When reviewing the overall student survey data for the 2023 school year, our District learned that the area of greatest need for students across all grade level was in the area of emotional regulation. 2. An area of strength in our survey data was that we increased 2% in the area of teacher/student relationships as compared to prior results. One of our challenges is that our data indicates students struggle with disruptive behavior, which we view as a direct correlation to our survey data focus area of emotional regulation. One of our major barriers to address these areas is having consistent time and access to staff to be able to provide training on strategies to support emotional regulation and disruptive behavior. 3. Our District is currently in year two of providing schools with a teacher on special assignment position to build and define the interventions and thereby create an Multi-Tiered System of Support for students. Met 15JUN2023 2023 33672496114748 San Jacinto Valley Academy 6 In the Spring of 2023, 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. Met 25MAY2023 2023 33736760000000 Coachella Valley Unified 6 Students in grades 3-12 participated in the annual School Climate survey through Panorama. * Sense of Belonging: The elementary students surveyed indicated a decline from 2019 to 2023. The favorability rate was in the mid-70s from 2019 - 2022 and declined to 68% in 2023. Within the elementary grades, 3rd and 4th grade students scored at 77% and 71% respectively, while 5th and 6th grade students had a favorability score of 62%. Secondary students indicated a decrease in Sense of Belonging, with a decline of 9% from 2019. Female secondary students scored lower at 43%, compared to male secondary students' score of 52%. Overall the favorability score for secondary students in 2022-23 was 47%. Of the 4 questions that were answered in this measurement, “I feel like I am part of this school” scored the lowest favorability at 44%. * Knowledge and Fairness of Discipline, Rules and Norms: The elementary students indicated a 1% decline with 77% of students responding favorably in 2023 and 78% of students responding favorably in 2022. Third grade students scored at 82%, 4th grade at 77%, 5th grade at 75%, and 6th graders scored at 74%. In 2019, 72% of secondary students responded favorably about Knowledge and Fairness of Discipline, compared to 68% in 2023 - a decline of 4%. There was little difference between male and female students, with male students at 67% and female students at 70%. 12th grade students gave the highest favorability rating of 74%. * Climate of Support for Academic Learning: The elementary students indicated an 8% decrease in with 68% of students responding favorably in 2023 and 76% of students responding favorably in 2019 and 2022. All grade levels (3-6) responded similarly in the high 60 percent range. The question (out of 4 questions) that had the highest favorability among elementary students is: Do adults at school encourage you to work hard to be successful? 74% of students answered favorably to this question. In 2019, 71% of secondary students responded favorably about Climate of Support for Academic Learning, compared to 66% in 2023 - a decline of 5%. Of the three questions that make up this portion of the survey, students scored lowest at 55% favorability for the question: “Adults go out of their way to help students”. *Safety:The elementary students surveyed indicated a decrease of 12%, going from 63% favorability in 2019, to 51% favorability in 2023. The secondary students surveyed also indicated a decrease of 7% from 2019, but an increase of 5% from 2022 in the feeling of Safety.. For both the elementary and secondary students' groups, their feeling of safety increased slightly from 2022 to 2023. Among secondary students, 64% of male students felt safe, compared to 56% of female students. Safety ratings increased steadily by grade level from 56% in 7th grade to 72% in 12th grade. Met Across all grade spans (grades 3-12) the Panorama Core Social Emotional Learning (SEL) survey responses have decreased in favorability, with the exception of Growth Mindset for Elementary students, which remained unchanged and Self Management for Elementary Students, which increased 3% since 2019-20. All other areas showed had a 1-7% decline. We are challenged with the School Climate survey results. Students’ sense of belonging and connectedness has declined since the pre-pandemic era. To address this decline, CVUSD hosted in-person summer school in the summer of 2022 and will do so again in 2023, which will be open to all students. Summer school is a time to catch up academically, but equally as important, much of the day will include Social Emotional Learning and Enrichment activities. Beginning in April, 2023 CVUSD will undergo a reset/refresh of the implementation of its Transformational Model. CVUSD will engage in a continuous learning and improvement cycle while monitoring the implementation of the Transformational Model and its effect on student outcomes The continued implementation of our Multi—Tiered System of Support will enable us to continue to best support students in areas of academics and social emotional learning. 22JUN2023 2023 33736760121673 NOVA Academy - Coachella 6 The 2022-2023 Student Climate Survey provided the following information: Areas of concern are connectedness, a sense of belonging to the school, and safety. In the climate of support for academic learning, students ranked the school positively, with the majority agreeing that the school is preparing them for their future and supporting their learning experiences, achievements, and endeavors. The area of knowledge and fairness of discipline, rules, and norms is always interesting. The majority of students do indicate that they understand the school's rules and the consequences of negative behavior. However, the question that gets the lowest score in this section relates to how students treat teachers. Most students and parents in other feedback opportunities indicate that students do not treat teachers with respect. However, students do report the inverse for adults treating students with respect. Most students feel that adults are not contributing to how students treat them. In safety, most students do not indicate that they have had too many instances of bullying. Still, some indicate multiple incidences of different types of bullying. Overall, students feel that the school is safe, but areas of growth are available. Individual conversations with students who have not reported any of the identified areas of bullying would be beneficial to find out how the school can support students more and encourage them to report bullying behavior. in the area of a sense of belonging and school connectedness, most students sit near the middle of a scale, indicating that they feel some sense of belonging, but it is not as strong as it could be. The sense of belonging is the lowest section in the student climate survey. The addition of providing academic and classroom management/ behavior intervention training to teachers and staff came from the low numbers of student grit perceptions by parents as well as student scores and progress in their academic classes. Additional Research on Emotional Intelligence will be a part of the tasks that Administration and Teacher Leaders participate in throughout the school year to find additional interventions and supports for students to help them grow their grit and learn connected skills. Parent University and Parent Training enhancements on grit will also be a focus for the Family Engagement and Counseling team. Helping parents learn the skills they need to encourage grit and determination in their students will create a multi-prong approach to student support and success. The Alternative Discipline Practices requires more research for the development of a program. This research has already begun and will continue as the program is developed. Additional work on supporting and emphasizing the Positive Behavior Intervention and Supports (PBIS) already in place is to also take place through research and practice. Met 22JUN2023 2023 33751760000000 Lake Elsinore Unified 6 LEUSD received 4,370 responses (English and Spanish). Of those responses, 1,806 were students, 1,824 were families, 668 site staff, 59 district staff and 13 community members. The greatest area of concern among educational partners on the survey was providing mental health support, improved performance in Mathematics, and improved communication. Additional key learnings from the survey found the following: Standards-based curricula are provided to students (87.4% of respondents), Trusting relationships between staff and students (83.1% of respondents), Respected as valued partners (81% of respondents), Trusting relationships created between all employees (62.7% of respondents), Technology is available to students (75.5% of respondents), Parents monitor grades online (86.2% of respondents), Social-Emotional support is provided by the school (75.2% of respondents), Smaller class sizes support the learning process (65% of respondents), School provides outreach when students are disengaged (63.8% of respondents), Timeliness of two-way home-school communication (87.7% of respondents), Office personnel are receptive to needs (84.5% of respondents), Feeling safe on campus (84.3% of respondents), LEUSD has a positive effect on the community (81.4% of respondents), Communication on academic expectations (75% of respondents). 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 educational partners 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 mental health supports, Mathematics instruction, focused intervention, school safety and security, and improved communication. Use - LEUSD recognizes the need to improve attendance and engagement at our school sites. Students' ability to re-engage on campus with academic rigor and social norms is challenging at best and requires support to assist all levels of students' unique learning needs. The district also recognizes that parents and community members would also benefit from workshops on helping students at home, 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 annual survey. Met 15JUN2023 2023 33751760120204 Sycamore Academy of Science and Cultural Arts 6 Sycamore Academy is dedicated to ensuring the safety and sense of belonging of our students by conducting a local climate survey. This survey captures vital student perspectives on school safety and connectedness, offering valuable insights into the overall school environment. Here is a summary of our survey administration and analysis: Key Findings: The survey results have provided us with several critical insights. Students generally report feeling safe and connected within our school community, which is a positive reflection of our efforts to create an inclusive and welcoming environment. This understanding has encouraged us to prioritize the continued provision of a secure school experience. Strengths: The survey outcomes underscore our strengths in cultivating an overall sense of safety and belonging. A majority of students express confidence in their ability to approach a trusted adult if they encounter safety concerns, and they feel respected by both their teachers and peers. This highlights the positive culture of inclusivity and support at our school. Areas for Improvement: While we celebrate our strengths, the survey results also highlight areas that require attention and growth. Disparities in connectedness among different student groups are a challenge that warrants our focus. Action Plan: In response to the survey outcomes, Sycamore Academy has devised an action plan for continuous enhancement. This plan encompasses the following initiatives: Equal Opportunity Programs: We have targeted equal opportunity initiatives to address disparities in connectedness among student groups. These efforts include outdoor education programs and various clubs. Leader in Me Program: To empower students to become leaders and advocates for themselves and to address concerns related to bullying and harassment, we are continuing our Leader in Me program and implementing restorative justice practices. These measures aim to foster a safer school environment characterized by equal opportunity and diverse perspectives. Student Involvement: We actively engage students in the decision-making process concerning school safety and connectedness. Parent and Community Engagement: We recognize the importance of involving parents and the community in promoting school safety and connectedness. We are organizing workshops and events to encourage the participation of parents and the wider community in supporting our students. By meticulously analyzing the survey results and implementing targeted actions, Sycamore Academy is committed to the ongoing improvement of the school's climate. Our goal is to ensure that every student feels safe, valued, and connected within our learning community. We remain dedicated to monitoring the impact of our initiatives and making data-informed decisions to further enhance school safety and connectedness. Met Sycamore Academy is unwavering in its dedication to fostering a positive and inclusive school climate, where students, families, and staff experience safety, value, and connection. Our commitment to improving school climate is evident through our continuous efforts to nurture a welcoming environment. We actively promote respectful and supportive interactions among all members of our school community. Our focus is The Leader In Me, a social-emotional learning (SEL) program, which is integrated into our curriculum to enhance students' emotional intelligence and interpersonal skills. Through SEL, we empower students to better understand and manage their emotions, cultivate empathy, and build positive relationships. Furthermore, we place great importance on soliciting feedback from students, parents, and staff. We utilize surveys, focus groups, and open forums to gather insights, ensuring that we address diverse needs and concerns effectively. This collaborative approach informs our decision-making processes and enables us to make data-driven adjustments to further improve our school climate. Sycamore Academy remains resolute in prioritizing the well-being and satisfaction of our entire school community. We are steadfast in our commitment to maintaining a positive school climate that not only supports academic growth but also nurtures the personal development of all our students. 13JUN2023 2023 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 65% of students in Grades 3- 5 and 56% of students in grades 6-12 responded favorably, 74% of students in grades 3-5 and 59% of students in grade 6-12 responded favorably for questions regarding school climate, 72% of students in grades 3-5 and 39% 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. Met 27JUN2023 2023 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, 401 students in grades 5-12 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 the statement, “I have really good teachers” students on average gave a rating of 8.2, which was the highest rated item on the survey. Because teachers are the primary source of interaction with students, this was very encouraging to see. As a school, we have emphasized the importance of building positive relationships with students and this appears to be reflected in this response. Also highly rated was the prompt, “I feel safe on the TPS campus” which students on average rated 7.45. In contrast, when prompted with the statement, “The students at TPS treat each other nicely,” students gave an average rating of 5.94, one of the lowest rated items on the survey and the second lowest rating for this item over the last 6 years (the lowest coming the previous year). Unfortunately since returning from the pandemic, we have witnessed students struggling to get along and to resolve conflicts with their peers. Consequently our teachers and counselors have been providing students skill building exercises to help them work collaboratively with others and resolve disagreements. We have also trained a group of students to serve as ‘peer mediators’ to help empower students to resolve issues without always having an adult intervene. Met 21JUN2023 2023 33751926112551 Temecula Valley Charter 6 "School climate data was collected in conjunction with the TVCS LCAP Feedback and stakeholder input processes. Overall, parents and students report a positive and safe school climate. Parents and students are highly engaged in school activities and feel included in the decision making processes of the school. The majority of parents endorse statements that staff work to prioritize the needs of families and students ""Always"" or 'Usually"". Approximately 92% of respondents indicated that ""Teaching staff and the administration have a positive influence on the school culture."" Additionally, 75% of respondants indicated that ""the school is continually finding ways to improve school culture and the learning environment.""" Not Met For Two or More Years 11SEP2023 2023 33752000000000 Murrieta Valley Unified 6 The district conducts regular local climate surveys using the Panorama platform, two to three times a school year, for all students in grades 3 – 12. The following results are from the end-of-year survey conducted in the spring of 2023. In relation to school safety, 89% of students in grades 5, 7, 9, and 11 reported feeling safe at school or on their way to or from school. In relation to connectedness, 46% of students in grades 6 – 12 and 64% of students in grades 3 – 5 reported feeling like they belong at their school. These results indicate a positive sense of safety for our students. The majority of students feel safe at school, which is important to their success. The results for connectedness are not as strong. Less than half of the secondary level students feel a sense of belonging at school, and only two-thirds of elementary students feel this. This data indicates a need to enhance efforts for school connectedness, as we know that a sense of belonging and emotional safety is also an important component of academic success. A review of this data validates the district’s emphasis on Multi-tiered Systems of Support and the social emotional well-being of students. The district will be implementing training for site teams around Tier 1 positive behavioral supports, as well as introducing all staff to strategies for ensuring positive classroom cultures. We will be offering training in Restorative Practices for all staff and training relevant support staff in best practices for working with students during unstructured time. The district is committed to building the capacity of staff and revamping schoolwide systems to ensure our students experience a positive school climate where they are connected and can flourish. Met 13JUN2023 2023 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 74% in 2023 at elementary and from 50% in 2018 to 56% in 2023 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 have been increases in the sense of safety at elementary, from 68% in 2018 to 76% in 2022, but in 2023, only 71% of students reported high levels of feeling safe. Similarly, at secondary 66% of students reported high levels of feeling safe in 2018 which increased to 73% in 2022, but dropped back to 66% in 2023. 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 continues to help inform progress along with an SEL survey administered two times during the school year to proactively identify students in need of additional support. Met 20JUN2023 2023 34103480000000 Sacramento County Office of Education 6 SCOE’s 2023 LCAP survey assessed school climate and culture and perception of safety. 266 students from the court and community schools and programs and Leo A. Palmiter school responded. Measures of school safety show that 77% of students felt safe while at school, down 11 percentage points from the prior year. Eighteen percent indicated they felt somewhat safe and 5% indicated that they did not feel safe while at school. Reasons for not feeling safe included adverse behavior of other students, people walking near the school who appear intimidating, and school shootings in general. Similar to prior years, results disaggregated by grade span revealed that high school students generally felt safer than middle school students. Analyses by program type revealed varying percentages of students who felt safe at school: Senior Extension and Palmiter were the highest at 96% and 100% respectively; court schools at 80%; community schools at 76%; and CARE and Promise program at 68%. Measures of school connectedness included items most relevant to our goals for students. Overall, 77% of students indicated that they felt connected to their school. More than half (51%) of respondents noted that they were given counseling and support services and 54% of students reported that they felt supported by their teachers. Nearly half (45%) reported that they have open communication with teachers and staff. Connectedness did not differ significantly by grade level or program type. Although the LCAP Student survey was not appropriate for students in the Special Education Foundations programs (students with significant cognitive and/or physical disabilities), a survey of their parent and guardians (N=33) revealed that 97% believed that their child was safe at school. More than 84% also agreed that their child enjoyed going to school and that 97% can communicate easily with their child's teacher. Areas for growth this year focused on student mental health and well-being and youth voice to build relationships with students, enhance coordination of services for students, and help students to advocate for themselves. Because many of our students are placed in programs due to court or district mandates or delinquency issues, building trust between students and staff and developing student self-advocacy is challenging. To support these efforts, a Youth Advisory Committee was established, and staff participated in professional development throughout the year that included social-emotional learning, trauma-informed practices, mentoring, and services for special populations of students. Preliminary results from the professional learning feedback indicate that the sessions increased staff awareness of students’ experiences and how staff can directly impact and support students. Strategies to support students will remain a focus for the next year. Met 27JUN2023 2023 34103480136275 Fortune 6 DATA We administered an anonymous, locally-designed survey to scholars in grades 3-12 during early June 2023. Over four-fifths (81%) of scholars reported feeling quite or extremely safe at school, and over three-quarters (76%) 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 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 13JUN2023 2023 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 Family of Schools seeks input from educational partners, including students by administering local surveys. Because American River Collegiate Academy currently serves students in transitional kindergarten through third grade, they are not old enough to participate in the California Healthy Kids Survey which is administered in grades 6, 7, 9, and 11. Therefore, we administered a self-created survey that was tailored for younger children. We were pleased to see that 92.3% of students indicated that they feel like they belong at American River Collegiate Academy. Met 20JUN2023 2023 34103480142091 Capital College & Career Academy 6 Not Met For Two or More Years 2023 34672800000000 Arcohe Union Elementary 6 1. Data - Based on the most recent data, the district learned the following: - Middle school students feel less connected to school and are less motivated as they reach late middle school - Students in grade 4, 5, and 6 have a strong connection to school and their teachers. - Overall, student outlook toward school has improved in recent surveys 2. Based on the data collected, it is apparent the district needs to continue to develop opportunities for students to feel safe and supported at school. Although students have a general positive outlook about school, the percentage decreases as students get older. While some may be attributed to general teenager attitude toward school and authority, more can be done to reduce this amount. The district must continue to provide more in this area. 3. To build culture, the district has instituted a number of programs in recent years: - Middle school enrichment classes - Middle school homeroom/advisory - Creation of after school sports teams - Access to mental health services both during the school day and after - Staff professional development regarding community building - Professional Learning Communities focused on Social Emotional Learning Met 15JUN2023 2023 34673140000000 Elk Grove Unified 6 Climate surveys for students, staff, and parents were administered in 2021-22. The overall student climate favorability rating was 74%, ranging from 70% for American Indian students to 76% for Asian and Filipino students. Three items stood out as strengths: 1) knowing expectations for behavior in class (93%), 2) teachers treating students with respect (91%), and 3) knowing class rules (91%). The two items with the lowest ratings were: 1) having feelings hurt on campus (55% indicating they have) and 2) feeling close to people in class (51% indicating they do). The overall staff climate favorability rating was 79%, with Climate of Support for Academic Learning receiving the highest rating (91%) while Safety had the lowest rating (68%). The overall parent climate favorability was 89%, ranging from 80% for American Indian parents to 96% for Filipino parents. The item with the highest rating was school staff treats me with respect (94%), while the item with the lowest rating was at this school, discipline is fair (85%). The primary initiative designed to improve school culture and climate is Positive Behavioral Interventions and Supports (PBIS), which EGUSD evaluates annually. PBIS implementation remains high across the district—for 2021-22, 84% of schools were found to be implementing with fidelity, consistent with 2020-21. In 2022-23 and 2023-24, the district will focus on sustaining full implementation of Tier 1 PBIS at sites, integrating student perspectives on implementation, and transitioning to training and full implementation of Tier 2. Another initiative to improve school climate is promoting educational equity. In 2021-22, the District expanded several equity programs to promote 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, extending to elementary schools), families (e.g., continuation of Families of Black Students United), and staff (e.g., development of the Black Alliance for Educational Equity). Additional contracted support has been provided to attend to the socioemotional needs of students of African ancestry. The Native American Education Program has extended to developing high school Native Student clubs. The Young Men of Color program will be expanded in 2022-23 and incorporates goal setting and mentorship. In addition to supporting Gay-Straight Alliance clubs at the secondary level, a Rainbow Club program was developed to support students identifying as LGBTQ+ in elementary schools. Student Equity Councils (SECs), where students and staff partner to recognize inequities and create a welcoming environment, continued at the high schools and will be extended to the middle schools in 2022-23 and elementary schools in 2023-24. A districtwide restorative practices implementation will begin in the Spring of 2023, with the focus on professional development opportunities for site and district staff. Met 27JUN2023 2023 34673140111732 California Montessori Project - Elk Grove Campus 6 CMP provided a mid-year Positive Behavior Intervention and Support survey elementary and secondary students, staff, and teachers in 2022/23. We plan to offer a fall and a spring survey moving forward to measure change over the course of the school year. The top three areas of strength identified by the Elementary students were: 1) There is an adult available to help me 2) The adults at school treat me with respect 3) I get along well with others The top three areas for growth identified by the Elementary students were: 1) Students behave so teachers can teach 2) Students treat each other well 3) Good behavior is noticed The top three areas of strength identified by the Secondary students were: 1) There is an adult available to help me 2) The adults at school treat me with respect 3) I feel safe The top three areas for growth identified by the Secondary students were: 1) Students behave so teachers can teach 2) Good behavior is noticed 3) There are high standards for achievement In 2022/23, CMP focused time and attention on fully re-starting its PBIS work after several years of dormancy due to the pandemic. Providing the surveys and several Tiered Fidelity Inventories (TFI) were helpful in establishing a new baseline and understanding the current state of PBIS implementation across campuses. To address some of the areas for growth identified in the survey CMP plans to restart its partnership with Placer County Office of Education for PBIS implementation and training, adopt SWISS to have stronger data analysis for behavior intervention, update our Tier 1 and Tier 2 PBIS teams, train staff on updated discipline flowcharts, and bring PLCs together to train on Positive Discipline in the Montessori Classroom. Met 12JUN2023 2023 34673140137281 SAVA - Sacramento Academic and Vocational Academy - EGUSD 6 "DATA: Student Culture Survey: 92% of students agreed that teachers treat them with respect 85% of students agreed that when a student breaks the rules, they are treated fairly 87% of students agreed that teachers want students to succeed 81% of students agreed that the school has a safe environment Based on the survey, we have the opportunity to include more students in helping to solve school problems. Parent Culture Survey: 87% of parents agreed or strongly agreed that SAVA is effectively educating their child 96% of parents agreed or strongly agreed that the teachers and staff really care about their student’s success 92% of parents agreed or strongly agreed that staff and students are treated with respect 88% of parents agreed or strongly agreed that SAVA encourages their child. Staff noted that approximately 20% feel that more challenging curriculum and courses could be offered for students. Staff Culture Survey: Every fall, staff are encouraged to participate in a School Culture Survey. Scores averaged above a 4 on a scale of 0-5. MEANING: SAVA’s one-year cohort graduation rate increased by 40% from the 2017-2018 to the 2018-2019 school year and had a 20% increase from 2018-2019 to the 2019-2020 school year, the one year graduation rate for 2021-2022 is 78.1% for SAVA EGUSD. Some of this is attributed to our work and focus on retention and intervention efforts created through the development and implementation of the student onboarding program implementation across all SAVA schools. It remains a need to set higher academic expectations and ensure that our programs prepare all students to be college and career ready through a rigorous offering of core academic courses and a robust CTE program. The goal is to have 100% of students to be ""Prepared"" on the CCIs and have a three year strategic plan to hit this. Math remains a critical learner need for SAVA students. Intervention classes and support programs have been put in place to support students of all levels. However, unlike ELA with a 32.2% proficient rate, CAASPP growth in math remains stagnant with a 2.58% proficiency rate. During this school year, SAVA has made the school improvement plan goal focused on math. Math is a focus in our CTE classes so students can see how math applies in the real world. More must be done to support students in the area of math. USE: In order to meet the critical learner needs identified by SAVA staff, the school must continue to: Increase student engagement in learning opportunities offered Improve student learning outcomes and means of measuring student growth, with an emphasis in math Improve instructional capacity for teaching and support staff Improve pathway exploration in the middle school and 9th grades Increase opportunities for students to take dual-enrollment classes" Met 20JUN2023 2023 34673146112254 Elk Grove Charter 6 EGCS is included in EGUSD’s climate surveys throughout the year. For the LCAP Local Indicators, EGCS looked at the school climate data by theme including overall satisfaction of the program by students, staff, and parents and the 3 main areas of self-belonging, climate of support for learning, knowledge and fairness of rules, and lastly safety. Across the board, EGCS’s staff rated the school the highest. The staff’s overall satisfactory climate rating in 2023 was 94%; parents/guardians were next at 88% and students at 71%. For school connectedness, 92% of the staff rated the school as favorable, with parents/guardians at 86% and students at 55%. Climate for learning was 99% rating for staff, 87% for parents/guardians, and 75% for students. As for fairness and rules, parents/guardians rated the school at 100%, with staff at 95% and students at 76%. Lastly, school safety was rated by staff at 90%, parents/guardians at 87% and students at 87%. As the school disaggregates the data, the highest favorability rates for Asian79%, with two or more at 74%. The remainder of groups at EGCS were all in the 70-80% range. The lowest favorability rating was for English Learners at 51%. All other groups were comparable to the other groups. As a small school site, survey data can be difficult to analyze due to the low numbers. Increasing participation and understanding of the school’s programs and policies will assist the school in analyzing and tracking more data. Met 27JUN2023 2023 34673220000000 Elverta Joint Elementary 6 The data from a multi-grade level, randomized, objectively identified student population in the grade span of 3 - 8 offered key findings that work to support school climate and culture. In reflecting on the key learnings, students felt emotionally supported by the staff. When there were conflicts that happened between student peers or staff, 90% of students felt that there was other students or adults that they could go to help discuss and/or resolve the issues. Additionally, students felt safe at school with the Covid-19 protocols that were established. Many students continued to wear their masks after the mask mandate was lifted and felt secure in the fact that they would not be teased or disrespected. Students shared that they would like to have more school activities and athletics at the upper grade levels. In the interpretation of the data, students would like additional support in discussing issues that are peer focused and that can be supported by a school counselor or psychologist, similar to the person that is on campus once per week. The strength of the culture is that administration and staff are present throughout the campus which is in addition to the instructional staff. Students appreciate that the staff knows their names and acknowledges them when passing. Growth opportunities include a schoolwide social-emotional curriculum that will be supported daily by staff. Focus will be upon recognizing student needs early and designing supports that will lead to resolution. In addition to a daily SEL curriculum, a redefined and streamlined PBIS program is being developed. This positive behavior program will works towards embedding within the culture a holistic program that benefits students and staff in their collaborative development. The school district will continue to ask for input from all educational partners for insights and opportunities in getting better at what we do to meet student and family needs. The administration will continue to encourage restorative discipline approaches to problem solving. Inviting the families to work closely with staff in dispute resolutions can be the best approach possible. Students want more activities and athletic competition. This can be built upon using the indoor basketball and volleyball equipment that has been installed for practice purposes. The staff will continue to collaborate with families and students to meet their needs in an ever changing learning environment. Met 06JUN2023 2023 34673300000000 Folsom-Cordova Unified 6 Data: CHKS Key Indicator: School connectedness Student Data from FCUSd secondary schools remain consistent from year to year. In 2023, 53% of students in grades 7, 9, and 11 report they are connected with their school, and 58% indicated caring adults are present on campus. Elementary participation rate in the district is hovering around 69%. In 2023, 75% of fifth-grade students reported they felt connected to school, and 73% indicated had caring adults on campus with high expectations of their academic achievement. 72% report an anti-bullying culture, and 75% report parent involvement in schooling. Parent data: There is higher participation in the parent data for elementary compared to secondary. Within FCUSD: 44% of parents reported that the school promptly responds to parent phone calls messages, or emails, and 41% of parents report that the school encourages them to be an active partner with the school in educating their child. Key indicator: ATOD Student: Current reported alcohol or drug use increases from elementary school through high school. Non-traditional students report the highest percentages of ATOD use. 36% of Non-traditional students report they are currently using drugs and/or alcohol. Staff: 59% of staff in High School and 78% in the Non-Traditional schools report Alcohol and drug use is a moderate/severe problem. 77% of High School staff and 84% of Non-Traditional school staff report that vaping/e-cigarette use is a moderate/severe problem. 65% of middle school staff, 78% of High School staff, and 84% of Non-Traditional staff report that student depression is a moderate/severe problem for students. Parent: 59% of High School parents report their student has substance use problems. Comparatively, 20% of High School parents report issues of harassment and/or bullying of students. Key Indicator: Mental Health (Chronic Sadness) Student data: 26% of seventh-grade students in 2019 reported Chronic Sadness whereas in 2023, 31% now report chronic sadness. Data is similar in grades nine and 11, as there has been a general increase in chronic sadness and social-emotional distress. In 2019, 16% of seventh-grade students reported to have considered suicide. In 2023, 15% of seventh-grade students considered suicide. Panorama- Overall, FCUSD students demonstrated growth in SEL competencies: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-making. Meaning: CalSchls- The rewards of focusing on school connectedness are increased peer relationships, lower peer conflicts, increased school attendance, and fewer behavioral, psychological, and health-related barriers to learning. By increasing school connectedness, FCUSD aims to influence youth to have a lower rate of substance use, including tobacco, alcohol, and other drug use. All the while, increasing parent participation Panorama Compared to English-only peers, multilingual English proficient students have higher scores on SEL competencies. Met Use: Our survey results indicated a need to establish LGBTQ+ safe spaces in our schools to increase their sense of belonging. As a result, we have convened an LGBTQIA+ task force to address the challenges that our non-binary students and others in the LGBTQ community are experiencing. 15JUN2023 2023 34673300106757 Folsom Cordova K-8 Community Charter 6 Our families historically have not had a high rate of participation in the CHKS for a variety of reasons. We offer the CHKS to all eligible students, and some do participate. However, as we are homeschool based, many of the climate, safety and culture questions do not relate to our students. We rely on parent/student feedback about our school conditions and climate on campus and we seek this information through in-person conversations, and school parent surveys. Hearing parent/student requests for workshops in Folsom prompted us to provide that opportunity. We will use attendance data for both sites to adjust to student/parent need. We will also administer the California Healthy Kids Survey to our 5th and 6th grade students this year and encourage more participation from our students to gather more feedback. Met 06JUN2023 2023 34673300142208 New Pacific School-Rancho Cordova 6 Not Met For Two or More Years 2023 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. The survey results are providing us with great insight into areas of strength and areas that we need to strengthen. The results from the CHKS demonstrate that children are very resilient. 2023 CalSCHLS Data: Percentage of students that participated in the survey: Grades 5- 6 = 459 , Grades 7- 8 = 492 Percentage responding “YES, MOST OR ALL OF THE TIME"" Students feel connected to school: Grade 5 = 73%, Grade 6 = 67%, Grade 7 = 51%, Grade 8 = 52% Students are academically motivated: Grade 5 = 86%, Grade 6 = 80%, Grade 7 = 61%, Grade 8 = 62% Students have a caring adult in school: Grade 5 = 69%, Grade 6 = 68%, Grade 7 = 53%, Grade 8 = 59% Students have social and emotional learning supports: Grade 5 = 73%, Grade 6 = 73%, Grade 7 = 49%, Grade 8 = 49% My school has an anti-bullying climate: Grade 5 = 74%, Grade 6 = 73%, Grade 7 = 34%, Grade 8 = 36% I feel safe at school: Grade 5 = 81%, Grade 6 = 68%, Grade 7 = 44%, Grade 8 = 66% Cyberbullying is a problem: Grade 5 = 16%, Grade 6 = 24%, Grade 7 = 32%, Grade 8 = 30% District Strengths Based on the Student Survey Data 5th-6th Grades 1. Academic motivation 2. High expectations- adults in school 3. Facilities upkeep 4. Parent involvement in schooling 5. Social and emotional learning supports 6. Anti-bullying climate 7. Feel safe at school 8. Rule clarity 9. Students treated with respect 7th-8th Grades 1. High expectations-adults in school 2. Academic motivation 3. Clarity of rules 4. Positive student learning environment 5. Caring adult relationships Some areas of concern that are being addressed through LCAP actions and services: - 32% of 7th and 26% of 8th grade students reported ""Experienced chronic sadness/hopelessness"" in the past 12 months and only 22% of middle school students reported ""meaningful participation"" pretty much or very much true. Informing LCAP Development: 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 safe 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 21JUN2023 2023 34673550000000 Galt Joint Union High 6 In the spring of 2023, we administered the Panorama Surveys to students in all grade levels (9-12), which include questions specific to school safety and school connectedness. This year, 75% of our students participated in the survey. On this year’s survey, 57% of students indicated that they felt safe on campus. This is a 4% decrease from the previous year. This decrease was seen equally among student groups. While most student groups, including English learners (58%) and low-income students (58%) reported similar levels of school safety, students with disabilities (53%) did report feeling slightly less safe on campus. Galt High School (GHS) students reported a significant 8% decrease in feeling safe on campus (56% in 2023 compared to 64% in 2022), while at Liberty Ranch (LRHS) there was a 1% decrease (58% in 2023 vs 59% in 2022). Compared to 2022, there were significant decreases in favorable responses across most of the six questions asked, with a marked increase in favorable responses on one question. Of note: 27% of students feel that people are always or almost always respectful toward others, a decrease of 12% from 2022. This decrease was most significant at GHS (24%, down 12%) compared to LRHS (31%, down 15%). Students with disabilities (28%, down 15%) and low-income students (38%, down 8%) showed the sharp decline, while English learners showed a slight improvement (38%, up 3%). 66% of students are not generally worried about violence at school, a decrease of 12% from 2022. This decrease was most significant at LRHS (65%, down 14%) compared to GHS (66%, down 12%). Students with disabilities (58%, down 14%), low-income students (67%, down 20%), and English learners (59%, down 13%) all showed the sharp declines. 69% of students reported that physical fights rarely occur on campus, an improvement of 15% from 2022. This increase was most significant at LRHS (72%, up 21%) compared to GHS (66%, up 8%). Students with disabilities (66%, up 5%), low-income students (71%, up 13%), and English learners (66%, up 12%) all showed the marked improvement. 2023 Local Performance Indicator Self-Reflection for Galt Joint Union High School District Page 12 of 13 Regarding School Connectedness, 26% of students indicated that they felt a sense of connectedness and belonging to their school. This is a decrease of 5% from 2022. These results were similar between schools (27% at Galt High vs 26% 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). While these declines are a predictable result of the challenges students faced over the past couple of years, they are 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. Met 22JUN2023 2023 34674130000000 River Delta Joint Unified 6 RDUSD implemented the California Healthy Kids Survey (CHKS), California School Staff Survey (CSSS) and the California School Parent Surveys (CSPS) created by WestEd and the California Department of Education. Questions included questions on school safety, connectedness, parent involvement, alcohol tobacco and drug use. Students in grades 5, 7, 9, and 11 were surveyed in late January of 2023. The CHKS asks respondents to rate the perception of safety on campus. Sixty-six percent of elementary students, 57.5% of middle school, and 52% of high school students surveyed report feeling safe at school. Elementary students reported that they experienced caring adults at school in 75% of responses compared to 51.25% in grades 7-12. Secondary students (grades 7-12) reported experiencing fear of being beat up in 12.87% of responses, while 9.75% reported having been in a physical fight. Just over 15% of secondary students reported considering suicide. Frequent sadness was reported by 17% of elementary students. School connectedness is one of the indicators of school climate that a California school district must address in its LCAP. Just over 70% of elementary students responded that they feel connected to school, whereas 50% of middle schoolers felt connected, compared to 45% of high school students. Parents rates of perceived safety were much higher than students with 90% of elementary, 77% of middle school, and 73% of high school parents surveyed that they feel their students are safe at school. The majority of parents, 88% report that school is a supportive place for their student and 77% of parents report that the schools promote academic success for all students. A growing concern for schools staff and students is the increased availability of vapes and drugs. Fifty-nine percent of high school parents perceive vapes and e-cigarettes to be problem and 42 percent believe that drugs are problem. Parental perceptions of bullying being a problem was 44% across grade levels with the highest percentage reported at the middle school level. Physical fights followed the same trend with middle school parents reporting the highest perception of fights at school, and range from 38% to 15%. Currently RDUSD is working on plans to update safety infrastructure district wide. The District is developing a more defined MTSS structure to address school culture and support student mental health. The District will investigate anti-vape and drug use education for students and parents. Vape education events were hosted at both of our high schools this year and students participated in vape awareness talking circles. Met Student tobacco, drug and alcohol use is a concern for educators and parents. Adolescent substance use is closely connected to academic performance and contributes to raising the level of truancy and absenteeism, special education, disciplinary problems, disengagement and dropout rates, teacher turnover, and property damage. The CHKS survey surveys all age groups about their experiences with drugs with questions that are developmentally appropriate for the grade surveyed. Almost 100% of elementary students report very high levels of peer disapproval of alcohol, tobacco and vapes. Elementary students report having tasted alcohol at twice the rate of secondary students. Secondary students report tobacco and vape use at 1% and marijuana use at less than 1%. Interestingly, 2.6% of secondary school respondents report having been intoxicated while at school. RDUSD discipline data suggest that students may under report their tobacco, vape, and marijuana experience on the survey. 13JUN2023 2023 34674130114660 Delta Elementary Charter 6 As required by state law, we administer a student climate survey every other year. • Percent of students who feel socially an emotionally safe, engaged, and empowered at school as measured by bi-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 bi-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 23-24 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 19JUN2023 2023 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 looked at our results for perceptions of student physical and psychological safety at school and compared our results to national norms for elementary schools of similar demographics. Fifty-two percent of 3-5th grade students responded favorably. When compared to national norms, Robla is in the 50th percentile. Fifty-three percent of 6th grade students responded favorably which equates to the 60th percentile when compared to national norms. We asked students how much they feel that they are valued members of the school community (connectedness). Results indicate 62% of 3-5th grade students and 39% of 6th grade students responded favorably. When comparing our results to National norms for similar schools we scored similarly to most schools for our 3-5th grade population at the 50th percentile but below the national norm for 6th grade students with results in the 10th percentile when compared. Data on student’s perceptions of the overall social and learning climate of the school was similar for both 3-5th and 6th grade students (55% to 50% responded favorably). However, these results are only in the 20th and 10th percentile respectively 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 PBIS. We are also increasing the number of social workers within the district with a goal of one per school site within the next 2 years. Training on behavior management and de-escalation strategies has been made available for all staff, certificated and classified. Met 29JUN2023 2023 34674210132019 Paseo Grande Charter 6 In the spring of 2023, 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% students 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. During the school year, 100% staff reported that they felt safe, and 100% staff 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 20JUN2023 2023 34674210137950 Marconi Learning Academy 6 In the spring of 2023, 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% students 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. 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 20JUN2023 2023 34674210140178 New Hope Charter 6 NHCS values the feedback we receive from all stakeholders, including our scholars. Based on student survey data, we have learned the following: Strengths: Students feel connected to and supported by our NHCS community. Students also shared that they feel safe (physically and emotionally) while on campus. Areas of Progress: An area of progress is teaching students how to safely use technology, especially social media, outside of school. As a result of this feedback from our students, we will: Build on our practices that promote student safety: 1. A full-time Counselor; 2. Social-Emotional Learning (SEL) curriculum and program; 3. Positive Behavioral Interventions & Support (PBIS) school-wide program. Provide training for students and parents on the safe uses of technology, especially social media. Met 26JUN2023 2023 34674390000000 Sacramento City Unified 6 SCUSD annually administers a local climate survey to assess student perceptions of safety and connectedness. In spring 2023, the survey was completed by 14,862 students in grades 3-12. The overall student participation rate was 40%, providing the district a sample substantial enough to make generalizable conclusions with a 95% probability that the sample accurately reflects the attitude of the population (confidence level) within a range of +/- 3% (which is a typical range for a margin of error). Overall, positive responses for both safety and connectedness were on par with spring 2022 results. For all students, there was a slight 2 percentage point decrease in safety perception from 63% to 61% from the previous year and a 2 percentage point decrease in connectedness from 67% to 65%. The district’s goal of 80% positive responses for all student groups was not achieved and significant progress remains to reach that level. When disaggregated by student groups, the outcomes of greatest concern were the safety positivity rates several groups including American Indian or Alaska Native students, Black or African American students, English Learners, Foster Youth, Homeless Youth, Students with Disabilities, who all had rates 5+ 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 (71%) and Safety (65%). 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. 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 School Safety Initiatives. District efforts to increase student engagement through a range of expanded/extended learning opportunities, decrease chronic absenteeism as a focal point of the differentiated assistance process, and to address issues of bullying through training and prevention will all be continued. Ongoing areas of need and focus include: 1) Focus work with teachers and staff around Trauma Informed Practices and Culturally Teaching 2) Expand Implicit Bias professional learning 3) Create opportunities for the schools to share best practices. 4) Continue training and explicit practice to develop growth mindsets for students and staff. Met 23JUN2023 2023 34674390101048 St. HOPE Public School 7 6 Each year we survey at least one grade level and participating scholars are encouraged to share their thoughts on a variety of topics. In 2022-23 4th and 7th graders were surveyed. As the survey is anonymous and demographic data is not collected, the results are not disaggregated by subgroups. A focus area of the survey is gauging scholars' perception of school connectedness. Most scholars feel that adults at the school care and respect them (60.6% and 78.1% agree/strongly agree at the middle school and elementary school, respectively) and most feel that they have a teacher or administrator they can talk to if they have a problem (43.8% and 75.6% agree/strongly agree at the middle school and elementary school, respectively). A large proportion of scholars feel that their accomplishments at school are recognized (42.4% and 70.0% at the middle and elementary schools, respectively). A majority of scholars at the elementary school feel that their classmates encourage them to do their best (53.7%); however, a smaller proportion agreed/strongly agreed with this statement at the middle school (18.2%). At the middle school, those scholars that did not feel that their peers encourage them, 31.8% felt neutral, rather than negative. A larger percent of scholars, 60.6% and 78.1% (at the middle and elementary schools, respectively), feel that staff have high expectations for them. The majority of scholars, 60.9% and 80.0% (at the middle and elementary schools, respectively) feel that school rules are clearly defined and explained so that they can understand them which we believe is affecting behavior at school. The suspension rate for 2022-23 is higher than the previous year (pending final data due in August 2023). Moving into the 2023-24 school year, the school will continue to focus on refining its discipline system to ensure all staff and teachers understand consequences for inappropriate behavior on campus which are then communicated to scholars and families. Finally, scholars were split by school site, middle versus elementary, when asked whether feel that the schoolyard and building are clean and in good condition. Only 7.6% of middle schools feel that the campus is clean and in good condition, whereas 41.5% feel the campus is clean and in good condition. It should be noted that the elementary and middle schools are on different campuses, although both are maintained by SCUSD. Despite their feelings, the school’s Facility Inspection Tool (FIT) regularly comes back as being in good condition and clean for both locations. Met 22JUN2023 2023 34674390101295 Sol Aureus College Preparatory 6 S.A.C. Prep school climate survey demonstrated success in many areas. Our student surveys have indicated that 82% of students felt welcome in class, 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 future academic challenges, 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. 83% of students felt was providing high quality classroom instruction. 82% felt the school is providing safe, welcoming and inclusive classroom spaces for all staff, students and families. Overall, these survey results indicate that S.A.C. Prep meets and/or exceeds in 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. 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. S.A.C. Prep will improve and increase its structures for gathering student feedback. In addition, we will continue our regular professional development for teachers and staff to improve our instructional practices. Met 28JUN2023 2023 34674390101881 New Technology High 6 Data: The Culture and Climate data for the LEA reflects that 88% of all of the students have an overall feeling of well being and safety on campus. 86% of all students feel the school supports anti-racism and biases. 88% of students feel a belonging in the school. Meaning: While the results of the culture and climate survey are positive, there are opportunities to improve even more by taking a deeper dive into the sub-group results and addressing more specific concerns. For example, in the non-binary subgroup, the scores for belonging and safety were lower than those of the overall school. Use: The LEA is making a greater effort to be more inclusive of all sub groups through acknowledgement and cultural celebrations. The LEA is also ensure that underrepresented student groups have access to student communities that meet their needs. Met 08MAY2023 2023 34674390101899 George Washington Carver School of Arts and Science 6 The LEA administers a local climate survey to all students. However, due to small student population and low response rate, those results vary year to year. In general, the LEA prides itself on being a student centered space where students feel safe. Met 22JUN2023 2023 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 22JUN2023 2023 34674390102038 Sacramento Charter High 6 Each year we survey at least one grade level and participating scholars are encouraged to share their thoughts on a variety of topics. In 2022-23 12th graders were surveyed. As the survey is anonymous and demographic data is not collected, the results are not disaggregated by subgroups. A focus area of the survey is gauging scholars' perception of school connectedness. Most scholars feel that adults at the school care and respect them (55.3% agree/strongly agree) and many feel that they have a teacher or administrator they can talk to if they have a problem (40.4% agree/strongly agree). The majority of respondents that did not agree/strongly agree to these two questions were neutral (36.2% and 29.8%, respectively), rather than disagreed/strongly disagreed to the statements. Similarly, although a large number of scholars feel that their accomplishments at school are recognized (42.6%) and that their classmates encourage them to do their best (36.2%), just as many scholars were neutral on the subject (38.3% and 36.2%, respectively). A larger percent of scholars, 61.7%, feel that staff have high expectations for them. On campus, the majority of scholars, 57.5%, feel that school rules are clearly defined and explained so that they can understand them which we believe is affecting behavior at school. The suspension rate for 2022-23 is higher than the previous year (pending final data due in August 2023). Moving into the 2023-24 school year, the school will continue to focus on refining its discipline system to ensure all staff and teachers understand consequences for inappropriate behavior on campus which are communicated to scholars and families. Finally, only 17.0% of scholars feel that the schoolyard and building are clean and in good condition. Despite their feelings, the school’s Facility Inspection Tool (FIT) regularly comes back as being in good condition and clean. Met 22JUN2023 2023 34674390102343 Aspire Capitol Heights Academy 6 We routinely obtain feedback through surveys, town halls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 34674390106898 The Language Academy of Sacramento 6 Excerpt from LAS LCAP Annual Update (Board, June 2023) STUDENT ENGAGEMENT AND BUILDING CONFIDENCE AND LIFE SKILLS: DATA 1 - Attendance Rate Goal 95% DATA 2 - 97% of TK-Gr8 students participated in the student survey completion DATA 3 - Q1: 93% stated, “I like my school.” Q2: 96% stated in agreement that yes, “It’s important for me to read and write in Spanish.Q3: 97% stated yes to the statement, “It’s important for me to read and write in English.” Q4: 85% stated yes to, “I feel safe at school.” PARENT INVOLVEMENT AND ITS ROLE IN SUPPORTING THE FULFILLMENT OF LAS MISSION Survey Data 1 (May, 2023): 94% of families completed the annual school survey. Survey Data 2: 98% of families stated that they would recommend the school to others. Met 23JUN2023 2023 34674390111757 California Montessori Project - Capitol Campus 6 CMP provided a mid-year Positive Behavior Intervention and Support survey elementary and secondary students, staff, and teachers in 2022/23. We plan to offer a fall and a spring survey moving forward to measure change over the course of the school year. The top three areas of strength identified by the Elementary students were: 1) There is an adult available to help me 2) The adults at school treat me with respect 3) I get along well with others The top three areas for growth identified by the Elementary students were: 1) Students behave so teachers can teach 2) Students treat each other well 3) Good behavior is noticed The top three areas of strength identified by the Secondary students were: 1) There is an adult available to help me 2) The adults at school treat me with respect 3) I feel safe The top three areas for growth identified by the Secondary students were: 1) Students behave so teachers can teach 2) Good behavior is noticed 3) There are high standards for achievement In 2022/23, CMP focused time and attention on fully re-starting its PBIS work after several years of dormancy due to the pandemic. Providing the surveys and several Tiered Fidelity Inventories (TFI) were helpful in establishing a new baseline and understanding the current state of PBIS implementation across campuses. To address some of the areas for growth identified in the survey CMP plans to restart its partnership with Placer County Office of Education for PBIS implementation and training, adopt SWISS to have stronger data analysis for behavior intervention, update our Tier 1 and Tier 2 PBIS teams, train staff on updated discipline flowcharts, and bring PLCs together to train on Positive Discipline in the Montessori Classroom. Met 12JUN2023 2023 34674390121665 Yav Pem Suab Academy - Preparing for the Future Charter 6 This summary captures the findings from the student annual school climate survey results conducted in grades 3rd – 6th with 264 students. The top three strongly agree and agree survey questions are: 1. My teacher tells us what we will be learning about in a lesson. (99%) 2. I respect my teacher. (90.6%%) 3. My teacher expects me to do my personal best. (99%) The top three strongly disagree and disagree survey questions are: 1. Scholars at my school fight a lot. (90%) 2. There are some scholars bullied at least once. (80%) 3. Scholars carry knives and guns to school. (94%) Growth: There is a need to increase the areas where students respect their teachers from 90.6% to 100%. Challenges & Barriers: Currently, the YPSA Cultural Competency Program increases staff capacity to understand and implement culturally responsive curriculum and related instruction in the classroom following the seven tenets of culturally responsive pedagogy listed below: 1. It acknowledges the legitimacy of one’s cultural heritage that shapes dispositions and attitudes; 2. It builds bridges of meaningfulness between home and school; 3. It uses a wide variety of instructional strategies that are connected to learning styles; 4. It incorporates multicultural information, books and other educational resources; 5. It promotes the idea of the classroom family, and all students are in it together; 6. It teaches students that they can be successful and that they are appreciated by educators who have high expectations of them; and 7. It develops the social consciousness of students to better handle the world of prejudice and racism. In addition, YPSA’s, Disciplined Life Process, as indicated below is needed to be adhered to by school staff and administrators. Level I- Teacher Responsibility: When infraction is inside the classroom and scholar chooses NOT to, including but not limited to: Follow instructions, respect peers and other adults, refuse to work, cheat, vulgar language, hit/kick/push/punch/, allow teacher to teach and scholar to learn. Level II- Admin. Responsibility: When the infraction is unresolved, continues and/or violates 48900 a-r, 48915 c. Scholar arrives with blue behavioral referral form (BRF) filled out, and gathering of information has started. Level III- Everyone Responsibility: When in infraction is outside of classroom and scholars choose NOT to, including but not limited to: Follow instructions, respect peers and other adults, refuse to work, cheat, use vulgar language, hit/kick/push/punch/, theft, fight, assault, absolute defiance, threaten, bully, use profanity and/or aggressive behavior and/or refuse to follow staff directions, etc. Met 12JUN2023 2023 34674390123901 Capitol Collegiate Academy 6 Capitol Collegiate Academy implements the 5Essentials Survey annually to the students and staff in our school community. In February 2023 95% of our students in grades 4 through 8 took the survey. On the “supportive environment” measures, students rated our school as “strong.” Specific strengths include: - Student-teacher trust is high. 88% of students agreed that their teachers treat them with respect. 89% agreed that they feel comfortable with their teachers, and over 90% agreed that they feel safe with teachers. - Students feel they and their peers have the mindsets and behaviors that are the foundation of our college-going culture. For example, 80% of students reported that ‘all or most’ of their peers try hard to get good grades. - Students feel there are high levels of academic personalism. Over 87% of more of students agreed that their teachers notice if they have trouble learning something, give specific feedback on how to improve, and catch them up if they are behind. - Students also report high levels of academic press. Over 87% agreed that their teachers expect them to do their best all the time; that they really learn a lot in class; and that teachers want them to become better thinkers – not just memorize things. Overall, these strengths reflect our overall school design and the extensive professional development and support we put toward: Establishing a physical environment that promotes purposeful learning; Designing, teaching and insisting on clear and consistent routines and procedures that maximize instructional time; Building a culture of hard work and high expectations, and ensure 100% of students are engaged and on task; Managing student behavior and asserting respectful authority to ensure the focus is on learning; And developing positive relationships with students, treat them with respect, and take responsibility to motivate them toward their achievement. The greatest areas of focus were related to school safety. While 85% of students feel safe in classrooms and hallways, and nearly 80% feel safe traveling between school and home, only 50% feel as safe in bathrooms and outside, around the vicinity of the school grounds. This data has remained stagnant over the past two school years. In response to this data, the school’s Board adopted a security camera policy, and the school installed security cameras on and around campus. Climate leaders, with input from families, students, and staff, put multiple initiatives in place to positively incentivize safe, appropriate conduct in bathrooms. We’ve also increased the number of leaders and trained staff who are on duty during recess, passing periods, arrival and dismissal. And finally, the school partnered with ALICE Navigate 360, to offer more extensive ongoing training for violent critical incidents for our staff and students. Met 21JUN2023 2023 34674390131136 New Joseph Bonnheim (NJB) Community Charter 6 Key learnings were: 92% of students surveyed felt a sense of belonging. 85% of students surveyed felt safe at school. We also measured 86% favorability rating in well being. Our lowest score was 79% favorability rating in anti-bias/anti-racist. We are building this by working with the district's EPOCH training. Met 22JUN2023 2023 34674390135343 Growth Public 6 "Our survey results showed that 75% of students who respond with agree or strongly agree to the prompt, ""I feel safe and invested in GPS."" Every student has an adult mentor on campus and the strong mentors contribute to students feeling connected and invested in the GPS school community. Next year, GPS will continue to improve the training of mentors, so that all students have a strong mentor. Next year, GPS plans to return to single grade level classrooms, rather than combination classes so that students spend the majority of their time with same-age peers. The school will continue to provide training on culturally responsive pedagogy and classroom management strategies specific to meeting the needs of adolescent learners. The school will also work to communicate and implement consistently clear policies and procedures for upper grade students, as we have learned as the school has grown in grade levels each year that the older students have very distinct needs from the younger ones." Met 27JUN2023 2023 34674390137406 SAVA - Sacramento Academic and Vocational Academy - SCUSD 6 "DATA: Student Culture Survey: 92% of students agreed that teachers treat them with respect 85% of students agreed that when a student breaks the rules, they are treated fairly 87% of students agreed that teachers want students to succeed 81% of students agreed that the school has a safe environment Based on the survey, we have the opportunity to include more students in helping to solve school problems. Parent Culture Survey: 87% of parents agreed or strongly agreed that SAVA is effectively educating their child 96% of parents agreed or strongly agreed that the teachers and staff really care about their student’s success 92% of parents agreed or strongly agreed that staff and students are treated with respect 88% of parents agreed or strongly agreed that SAVA encourages their child. Staff noted that approximately 20% feel that more challenging curriculum and courses could be offered for students. Staff Culture Survey: Every fall, staff are encouraged to participate in a School Culture Survey. Scores averaged above a 4 on a scale of 0-5. MEANING: SAVA SCUSD’s one-year cohort graduation rate increased by 40% from the 2017-2018 to the 2018-2019 school year and had a 20% increase from 2018-2019 to the 2019-2020 school year, the one year graduation rate for 2021-2022 is 94.6% for SAVA EGUSD. Some of this is attributed to our work and focus on retention and intervention efforts created through the development and implementation of the student onboarding program implementation across all SAVA schools. It remains a need to set higher academic expectations and ensure that our programs prepare all students to be college and career ready through a rigorous offering of core academic courses and a robust CTE program. The goal is to have 100% of students to be ""Prepared"" on the CCIs and have a three year strategic plan to hit this. Math remains a critical learner need for SAVA students. Intervention classes and support programs have been put in place to support students of all levels. However, unlike ELA with a 16.3% proficient rate, CAASPP growth in math remains stagnant with a 2.32% proficiency rate. During this school year, SAVA has made the goals for the school improvement plan focused on math. Math is a focus in our CTE classes so students can see how math applies in the real world. More must be done to support students in the area of math. USE: In order to meet the critical learner needs identified by SAVA staff, the school must continue to: Increase student engagement in learning opportunities offered Improve student learning outcomes and means of measuring student growth, with an emphasis in math Improve instructional capacity for teaching and support staff Improve pathway exploration in the middle school and 9th grades Increase opportunities for students to take dual-enrollment classes" Met 20JUN2023 2023 34674396033799 Bowling Green Elementary 6 2021-22 Spring School Climate Results: 35% of 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 22JUN2023 2023 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 school climate survey was administered from January 10, 2023 - February 10, 2023. The following results and findings are based on 10,280 student responses, which represents approximately 40% of students in grades 4-12. Key Findings: -Student participation in 2022-23 was comparable to 2021-22, but has yet to return to pre-COVID rates. -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 27JUN2023 2023 34674470112169 California Montessori Project-San Juan Campuses 6 CMP provided a mid-year Positive Behavior Intervention and Support survey elementary and secondary students, staff, and teachers in 2022/23. We plan to offer a fall and a spring survey moving forward to measure change over the course of the school year. The top three areas of strength identified by the Elementary students were: 1) There is an adult available to help me 2) The adults at school treat me with respect 3) I get along well with others The top three areas for growth identified by the Elementary students were: 1) Students behave so teachers can teach 2) Students treat each other well 3) Good behavior is noticed The top three areas of strength identified by the Secondary students were: 1) There is an adult available to help me 2) The adults at school treat me with respect 3) I feel safe The top three areas for growth identified by the Secondary students were: 1) Students behave so teachers can teach 2) Good behavior is noticed 3) There are high standards for achievement In 2022/23, CMP focused time and attention on fully re-starting its PBIS work after several years of dormancy due to the pandemic. Providing the surveys and several Tiered Fidelity Inventories (TFI) were helpful in establishing a new baseline and understanding the current state of PBIS implementation across campuses. To address some of the areas for growth identified in the survey CMP plans to restart its partnership with Placer County Office of Education for PBIS implementation and training, adopt SWISS to have stronger data analysis for behavior intervention, update our Tier 1 and Tier 2 PBIS teams, train staff on updated discipline flowcharts, and bring PLCs together to train on Positive Discipline in the Montessori Classroom. Met 12JUN2023 2023 34674470114983 Golden Valley River 6 The LEA administers a locally developed climate survey 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' feeling accepted supported by adults and their peers at school. Students also are reporting that they have friends at school and that school is a fun place to be. The areas for growth appear to be the feeling cared for, safe at school, and the feeling of having learned enough content from their teachers. 43% of students feel cared for at school. 45% of students feel safe at school. 51% of students feel they have learned a lot this year. 57% of students feel they have made new friends. 66% of students feel connected to at least one adult at school. 69% feel their cultural background and identity are accepted at school. 71% of students feel they have had fun this year at school. 81% feel they have friends at school. This data is from our 2022-23 local Community Feedback Survey. Met 07JUN2023 2023 34674470120469 Aspire Alexander Twilight College Preparatory Academy 6 We routinely obtain feedback through surveys, town halls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 34674470121467 Aspire Alexander Twilight Secondary Academy 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 34674470128124 Gateway International 6 DATA 2023 Stakeholder and Staff Survey Data: 80% agree the school offers a well-rounded curriculum 82% believe that students are taught critical thinking skills 90% say the school is a safe place 2022 Student Data: 82% students say their teachers want them to succeed 74% students say that students from different cultural backgrounds become friends 58% of students are comfortable talking to school staff 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 GIS has more work to do around building relationships between students and staff. This is a topic that we are going to continue working on with staff. 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. GIS is also training staff in MTSS to address the student as a whole to improve relationships and supporting educational needs of all students. Met 20JUN2023 2023 34674470132399 Golden Valley Orchard 6 The school administers a locally developed climate survey 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' feeling accepted supported by adults and their peers at school. Students also are reporting that they have friends at school and that school is a fun place to be. The areas for growth appear to be the feeling cared for, safe at school, and the feeling of having learned enough content from their teachers. • 32% of students feel they have learned a lot this year. • 38% of students feel cared for at school. • 47% of students feel safe at school. • 53% of students feel they have made new friends. • 56% of students feel they have had fun this year at school. • 58% of students feel connected to at least one adult at school. • 60% feel their cultural background and identity are accepted at school. • 81% feel they have friends at school. Met 07JUN2023 2023 34674473430691 Options for Youth-San Juan 6 The Comprehensive School Climate Inventory survey is administered every other year through the National Climate Center. From the Spring 2023 administration, below are some highlights from each of the educational partners: Parents Respect For Diversity - 4.33 Social Support / Adults - 4.43 Safety Rules and Norms - 4.4 School Connectedness / Engagement - 4.29 Social Inclusion - 4 Students Respect For Diversity - 4.17 Social Support / Adults - 4.14 Staff Respect For Diversity - 4.33 Sense of Physical Safety - 4.25 Safety Rules and Norms - 4.5 School Connectedness / Engagement - 4.29 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: -Increases in most of the areas on the school climate survey from the previous administration. -90% teachers make students feel welcome according to parents -73% of students feel welcome at the school -58% of students feel safe -82% of students stated their teacher makes them feel welcome Areas of Growth: Based on the results, we will be addressing the following areas of growth in our LCAP: -decrease for social media on the school climate survey for students (LCAP Goal 4 Action 4 - Mental Health Workshops) -decrease for social support for students and adults and social media for staff (LCAP Goal 4 Action 4 - Mental Health Workshops) -45% of staff never worry about safety at the school site (LCAP Goal 4 Action 3 - Emotional/Physical Wellbeing of Ed Partners ) -47% of staff are excited to come to work (LCAP Goal 4 Action 1 - Ed. Partner Connectedness) -40% of students feel included (LCAP Goal 4 Action 2 - Social Emotional Development and Resources) Challenges: In education right now, many teachers are facing issues with burnout and safety with all the changes that have occurred in the past two-three years. OFY San Juan, always is looking for ways to support staff with morale boosting activities and ways for them to provide feedback more often. Barrier: One of the barriers we have with supporting students with mental health is due to the nature of our program, students are not on site often and don't allow for staff to fully support students with their needs. The staff has worked on virtual mental health workshops as well as in person. Met 23JUN2023 2023 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 2023 LCAP survey. School Connectedness- The 2023 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 98.0% 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 2023 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 95.0% of Home School students and 91% of Independent Study 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 22JUN2023 2023 34674473430758 San Juan Choices Charter 6 According to survey data, students at Choices feel safe and connected and are increasingly focused on long-term goals. 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, reporting about their experiences while enrolled at Choices. These surveys have been administered for several years, allowing for the identification of trends in data over time. Student and parent satisfaction with the Choices program has been consistently strong. In 2023: 95% of students felt that their experience at Choices was positive during the previous year. 98% of students felt safe at Choices. 93% of students stated that their feelings about their education had become more positive since enrolling at Choices. 97% of students felt that the staff is caring and responsive to student needs. 95% of students stated that the CCS program serves all students in an equitable fashion. 94% of students felt accepted and included. 96% of parents stated that they have had opportunities to provide input about the school program. 100% of parents were satisfied with how the school keeps them informed about their students' academic progress. (This percentage is an all-time high.) 100% of parents felt that the educational program at Choices met their expectations. 96% 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. 91% of Students with Disabilities felt safe at Choices. 56% of Students with Disabilities reported that they have experienced less anxiety since attending Choices. 100% of graduates stated that they would recommend Choices Charter to other students. 52% 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, listened to them when they had something to say, and wanted them to do their best. Of particular interest:: In 2023, 88% of students reported that they want to go on to college or vocational school after high school. This figure is an all-time high and a great achievement, as it reflects the success of recent efforts that have been made to transition the school culture to focus more on preparation for post-secondary pursuits. Choices has implemented the following in recent years: college/career-oriented assignments integrated into all courses, annual survey questions asking students to choose from a list of college/career pathways, grade-level presentations by the school Counselor, guest speakers, field trips to local colleges and fairs, college and career presentations to families, and an annual College & Career Week. Met 27JUN2023 2023 34739730000000 Center Joint Unified 6 Oak Hill Elementary's sixth-grade survey results were analyzed. These students reported a two percentage point higher score than the district average in the School Climate category. These students also reported a two percentage point higher score compared to the district in the category of School Engagement and nine percentage points higher in School Belonging. In School Safety, these students reported a one percent higher score than the district average. The results show that although Oak Hill sixth graders reported higher than district average scores, there is still considerable room for improvement and growth. Met 14JUN2023 2023 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. Each spring, Natomas Unified administers a social-emotional culture and climate survey to students in grades 4-11. In 2023, a total of 5,148 students responded. When looking at the survey results, there are slight variations of favorable responses amongst student groups, but all student groups fall between 88-100% favorable when responding to feeling safe and connected to their school site. Overall, this data is similar to data collected last year and pre-pandemic. During the pandemic, a higher percentage of all students responded favorably, but there were also less students that responded to the survey. All survey data trends by student groups are reported in our bi-annual District Progress Report which can be found here. Some of the actions in progress to increase students feeling of safety and connectedness include: A new Safety and Safe Schools department; Assistant principals at our K-8s; social workers and psychologists at our schools; facility improvements including updated procedures for visitors, new fencing, new cameras, and safety materials; increased campus safety staffing; restorative practices; social emotional support programs; Positive Behavior Interventions and Supports (PBIS), bullying prevention; school based assemblies, activities, and programs; athletics programs in grades 4-12; and annual student focus groups. Met 28JUN2023 2023 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 in our K-8th grades is 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-8th grade holds a daily Morning Meeting or Advisory Meeting. Classrooms in 9-10th grades 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. This year Westlake Charter students took the California Healthy Kids Survey. This survey was given to grades 5,7 and 9. In this survey, 73 % of our students reported that they had an adult on campus who had high expectations of their academic success. 46% of students reported that they felt connected to WCS and that this impacted their desire to come to school in a positive way. Met 08JUN2023 2023 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 96% feel welcome at school. 79% of parents also reported that they feel their ideas are valued and included in school plans and 89% feel confident that the school provides adequate support to students’ families to help their student succeed. Met 06JUN2023 2023 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. 95% of our students report feeling safe, and 90% feel welcomed at school. Philosophically, NP3 wants to help build internal motivation in students. The biggest takeaway 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 school year Met 06JUN2023 2023 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 improving campus climate and culture. Met 15JUN2023 2023 34752830134049 Natomas Pacific Pathways Prep Elementary 6 The local climate survey given during the 2022-2023 school year highlighted the continued focus on student safety and wellness with nearly all parents saying (99%) saying school is safe and they feel welcome at school (97%). All students in the survey reported that they feel safe at school and 98% said they feel comfortable to be themselves at school. Together, these survey results show that our students and their families believe our school is safe and welcoming. Met 06JUN2023 2023 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: 89% of parents report that the school values their child’s diversity, background, experiences and the school communicates well with their culture. Over 97% of parents reported feeling satisfied with the levels of support of health, safety measures and communications. 94% 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 2023. 92% of parents reported that their child made expected academic growth. 95% 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. 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 socioemotional learning. We expect these professional development activities to help us sustain and grow in the areas of school climate. Met 12JUN2023 2023 34765050000000 Twin Rivers Unified 6 "Data gather from grades 7-12 from the California Healthy Kids Survey: Perceived School Safety Grade 7 63% Grade 8 66% Grade 9 54% Grade 10 51% Grade 11 62% Grade 12 64% Staff 87% Academic Motivation Grade 7 66% Grade 8 61% Grade 9 59% Grade 10 57% Grade 11 56% Grade 12 63% Staff 69% Caring adult relationships Grade 7 64% Grade 8 59% Grade 9 53% Grade 10 53% Grade 11 51% Grade 12 61% Staff 96% In general, the data reveals that staff have a much higher perception of school climate than students in grade 12. 9th and 10th grade have the lowest percentage of student favorability while 12th grade shows a slight increase. The area of greatest disparity is in caring adult relationships. The question from the survey is "" My school has adults that care about the students. What we have learned from this data is that the perception of the adults is vastly different than that of the students. It is evident that an area of improvement will be the connection between students and their campuses. This data is one way that actions were informed that are in our LCAP. The district implemented Kelvin and Gaggle software to monitor mental health needs and activity during distance learning. This action is continued as and will serve as a real time monitoring tool for individual student needs and also school climate and culture. Utilizing these tools to act on the data in real-time is a step toward bridging the gap between adult and student perceptions. Additionally, student engagement-especially that for unduplicated students--is a focus that can be seen in the expansion of activities such as VAPA, athletics, clubs, and programs for newcomers. We are expanding programs to service students TK-12 with before and after school enrichment based on student needs and interests. Mentoring programs and community outreach are expanding as well. A robust MTSS department has expanded to offer additional intervention for students in secondary grades and focused on 9th grade achievement. Educational Partner input ranked mental health and school culture responses in the top 5 in our LCAP engagement process. We will continue to monitor and prioritize climate and culture. Our Kelvin response data revealed an overall favorability rating of 72.22% across all grades and students. When disaggregated, we noticed disparity in the area of reporting strong relationships at school for socioeconomically disadvantaged students, African American and Homeless youth (all showed lower ranking in this category compared to other subgroups). Drug use was reported higher in the foster and homeless use than other groups." Met 20JUN2023 2023 34765050101766 Community Outreach Academy 6 1. DATA: According to survey results from our School Climate Survey, an overwhelming 85% (Elementary School) and 75.5% (Middle School) believe they're receiving a high-quality education. 92.1% (Elementary School) and 79.5% (Middle School) believe that our teachers are professional and knowledgeable. 2. 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. 3. USE: The addition of our English Language Development (ELD) Coach in 2022-23 has helped us build teacher capacity in ELD instruction, including the support of our influx of English Learner-Newcomers. The ELD coach works closely with our Student Support Advisor to work on SEL development for low-English students. The focus is on cultural awareness and inclusion. Met 20JUN2023 2023 34765050101832 Futures High 6 DATA: 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 school culture improvement and program implementation. It should be noted that survey participation was low, therefore these values should be interpreted cautiously. 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). MEANING: 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 11 and 12-grade students show higher satisfaction with the school's culture than nine and 10-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. USE: Futures plans to continue to integrate SEL into academics school wide and provide additional support to students. Futures was successful in re-integrating students back into in-person instruction, however, this continues to be an area of need. Next year, to continue to improve school climate we are actively engaging our student leaders to provide voice in school activities. Based on their feedback, next year we are adding three new sports, having school dances, cultural clubs, adding rallies/assemblies, spirit days and field trips. Met 20JUN2023 2023 34765050108415 Heritage Peak Charter 6 Annually, Heritage Peak Charter School surveys all educational partners, 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 social-emotional screener to assess the social- emotional needs of all 7-12th grade students. Data from both surveys and from educational partner meetings are reviewed and discussed with teachers, leadership, academic, and counseling teams. High priority is focused in the areas of student performance, attendance, school climate, and virtual course offerings. Discussion on the aforementioned 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 08JUN2023 2023 34765050108795 Creative Connections Arts Academy 6 The California Healthy Kids Survey (CHKS) is administered annually to students in grades 7 – 12. The district adopted Kelvin Pulse this year to receive ongoing feedback from all students and staff bi-weekly. The surveys includes items in a variety of domains measuring school climate and safety. . - School Connectedness responses were only for in-person or hybrid. Our results for academic motivation are: 6th grade 74%, 7th Grade 62% 8th Grade 53%, 9th grade 58%, 10th Grade 46%, 11th grade 40%, 12th grade 49% Caring adult relationships 6th grade 77%, 7th Grade 62% 8th Grade 53%, 9th grade 69%, 10th Grade 50%, 11th grade 37%, 12th grade 35% - School Safety responses were for in-person and hybrid only in 2020-21. –Efforts to increase academic motivation and adult relationships will be via professional development in these areas and the offering of after school support at CCAA for 2022-23. Kelvin pulse indicators show a favorability rating of 57.38% amongst staff and students. Met 20JUN2023 2023 34765050108837 Community Collaborative Charter 6 DATA: Community Collaborative Charter School (CCCS) students participated in two school culture and climate surveys during the 2022-2023 school year. The first survey was conducted by the Hanover Institute with 6th-12th grade students being surveyed in areas of social environment, safety, student and teacher relationships, and fair treatment of students. In this survey, 85% of students reported feeling safe at school, 83% reported being comfortable talking to school staff, 82% of students reported that they feel students get along with each other and respect their differences, 79% reported bullying is not a problem and 74% reported that students from different cultural backgrounds become friends. The second survey, completed by students as part of the nomination process for our Capturing Kids' Hearts (CKH) showcase school application, provided feedback on campus culture and CKH implementation. In this survey, 4 out of 5 students reported having a good relationship with teachers, 4.1 reported they were greeted with a smile by their teacher when they entered class, 3.9 out of 5 liked going to school on most days and 3.6 out of 5 reported that they felt students on our campus treat one another with respect. MEANING: Our school leadership team identifies common themes of trust, respect, and equity across all campuses. The feedback gathered in these surveys appears to indicate that we have made big strides toward creating a positive culture and climate across all campuses, yet more work is needed to maintain and not become complacent moving into prior years. Also, 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. We hope that our continued PBIS and MTSS professional development and an increase in opportunities for family and community engagement on campus and in the local community can enhance our engagement and relationships with all educational partners but especially our students. The only barrier identified by our school leadership team is a lack of funding to implement school culture and aligned SEL programs after the 2023-2024 school year. USE: Our school believes that we must work to continue the positive work we have done and work to find new and innovative methods to redefine excellence. We will continue to support and further promote established programs and work to build new partnerships to support further identified needs. We began PBIS and MTSS collaboration for teams of staff across all campuses and will move into some implementations and year two trainings during the 2023-2024 school year. Met 20JUN2023 2023 34765050113878 Higher Learning Academy 6 DATA: 18% of our families and students disagree or strongly disagree that the school is effectively educating their child. 75% of students believe that the school wants them to succeed. 80% of students believe that students from different cultural backgrounds become friends at school. 67% of staff believe that the school offers challenging classes. MEANING: There are strengths to build off of here. We have cultivated a caring environment, but there is still room to grow in terms of reaching every child and making sure they have meaningful student and staff relationships. USE: We can do this by providing time for students to learn deeply about each other's backgrounds, culture, and life. An increased emphasis on restorative justice will get better results and turn our most challenging students into our allies. Furthermore, we need to offer more rigorous academics and support every student in being academically successful. Met 20JUN2023 2023 34765050114272 SAVA - Sacramento Academic and Vocational Academy 6 "DATA: Student Culture Survey: 92% of students agreed that teachers treat them with respect 85% of students agreed that when a student breaks the rules, they are treated fairly 87% of students agreed that teachers want students to succeed 81% of students agreed that the school has a safe environment Based on the survey, we have the opportunity to include more students in helping to solve school problems. Parent Culture Survey: 87% of parents agreed or strongly agreed that SAVA is effectively educating their child 96% of parents agreed or strongly agreed that the teachers and staff really care about their student’s success 92% of parents agreed or strongly agreed that staff and students are treated with respect 88% of parents agreed or strongly agreed that SAVA encourages their child. Staff noted that approximately 20% feel that more challenging curriculum and courses could be offered for students. Staff Culture Survey: Every fall, staff are encouraged to participate in a School Culture Survey. Scores averaged above a 4 on a scale of 0-5. MEANING: SAVA’s one-year cohort graduation rate increased by 40% from the 2017-2018 to the 2018-2019 school year and had a 20% increase from 2018-2019 to the 2019-2020 school year. The one year graduation rate for 2021-2022 is 76.3%. Some of this is attributed to our work and focus on retention and intervention efforts created through the development and implementation of the student onboarding program implementation across all SAVA schools. It remains a need to set higher academic expectations and ensure that our programs prepare all students to be college and career ready through a rigorous offering of core academic courses and a robust CTE program. The goal is to have 100% of students to be ""Prepared"" on the CCIs and have a three year strategic plan to hit this. Math remains a critical learner need for SAVA students. Intervention classes and support programs have been put in place to support students of all levels. However, unlike ELA with a 13.15% proficient rate, CAASPP growth in math remains stagnant with a 0% proficiency rate. During this school year, SAVA has made the School Improvement Plan goal focused around math. Math is a focus in our CTE classes so students can see how math applies in the real world. More must be done to support students in the area of math. USE: In order to meet the critical learner needs identified by SAVA staff, the school must continue to: Increase student engagement in learning opportunities offered Improve student learning outcomes and means of measuring student growth, with an emphasis in math Improve instructional capacity for teaching and support staff Improve pathway exploration in the middle school and 9th grades Increase opportunities for students to take dual-enrollment classes" Met 20JUN2023 2023 34765050130757 Highlands Community Charter 6 "Highlands Student Climate Surveys The top 11 greatest strengths of the school as identified by students. The percentage indicates the percentage of students who ""strongly agreed"" or ""agreed"" with the following statements: 1. My teacher really cares about me and respects me. 98% 2. All students from different cultural backgrounds, races, or ethnicities respect each other at school. 97% 3. All students from different backgrounds and countries are treated kindly. 97% 4. I feel safe at school. 96% 5. The school tells me important information regularly. 95% 6. The school, classrooms, and buildings are clean and in good condition. 95% 7. I have the learning materials I need to learn. 94% 8. My counselor really cares about me and respects me. 92% 9. The lessons are interesting. 92% 10. I know what I need to do to make progress in my classes. 91% 11. The lessons help me in my daily life. 90% The top 3 greatest opportunities for growth as identified by students where 70-80% of students agreed: 1. I know how to log in to my online learning tools. 72% 2. I know how to get help if I feel sad, stressed, lonely, or depressed. 77% 3. I know how to log in and check my student email. 80% Highlands Staff Climate Surveys The top 12 greatest strengths of the school as identified by staff, where at least 90% of staff agree with the following statements.The percentage indicates the percentage of staff who strongly agreed or agreed with the following statements: 1. This school is a supportive and inviting place to work. 98% 2. I am able to effectively communicate with my coworkers using the digital tools provided. 98% 3. I understand my role in contributing to the vision and mission of this school. 97% 4. (Teachers only) I feel confident in my ability to teach or support students with their lessons. 96% 5. Students are always a top priority at this school. 93% 6. I feel a strong sense of job satisfaction. 92% 7. I have grown as a professional in the last year at Highlands. 92% 8. My supervisor understands and supports work-life balance. 92% 9. I feel valued, respected, and listened to by my colleagues. 92% 10. This school promotes trust, cooperation, and collegiality among staff. 91% 11. (Teachers only) I understand how to use the curriculum to teach or support students with their lessons. 90% 12. I have clear goals and know exactly what is expected of me in my role. 90% The top goals and priorities for Highlands' staff: 1. Supporting students 2. Graduation 3. CTE programs 4. Student engagement 5. Attendance 6. Building relationships and collaborating with co-workers The top 4 greatest opportunities for growth as identified by staff: 1. Communication 2. Onboarding & training 3. Time for teachers to prepare lessons 4. All-staff professional development days How staff would like to see Highlands improve the work environment: 1. Communication 2. Reduce workload 3. More training for new teachers" Met 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. Highlands is committed to 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. 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. All of the data collected was used to inform our LCAP goals and actions. Through the collaboration of academic leadership, will are developing strategies to improve student outcomes in academic achievement, CTE and workforce readiness, and in student services. For our staff we are continuing to work on systems of communication, onboarding, teacher prep time, and all-staff professional development days. 15JUN2023 2023 34765050139584 California Innovative Career Academy 6 "CICA Student Climate Surveys The top 7 greatest strengths of the school as identified by students: (The percentage indicates the percentage of students who ""strongly agreed"" or ""agreed"" with the following statements.) 1. My teacher really cares about me and respects me. 98% 2. All students from different cultural backgrounds, races, or ethnicities respect each other at school. 98% 3. All students from different backgrounds and countries are treated kindly. 97% 4. The school tells me important information regularly. 95% 5. I know how to check my email. 95% 6. My counselor really cares about me and respects me. 94% 7. The lessons (in person or online) help me learn. 93% The top 3 greatest opportunities for growth as identified by students where between 80-85% of students agreed: 1. I feel connected to the school, my classmates, and teacher. 80% 2. I know how to get help if I feel sad, stressed, lonely, or depressed. 82% 3. The school helps me turn my college and career goals into a plan. 85% CICA Staff Climate Surveys The top 5 greatest strengths of the school as identified by staff: (The percentage indicates the percentage of staff who ""strongly agreed"" or ""agreed"" with the following statements.) 1. I am able to effectively communicate with my coworkers using the digital tools provided. 97% 2. I feel confident in my ability to teach or support students with their lessons (teachers and paraeducators only). 96% 3. I understand my role in contributing to the vision and mission of this school. 92% 4. Student needs are always the top priority for this school. 90% 5. I have grown as a professional in the last year at CICA. 89% The top 5 greatest opportunities for growth as identified by staff: (The percentage indicates the percentage of staff who ""strongly agreed"" or ""agreed"" with the following statements.) 1. My daily workload is reasonable. 57% 2. This school promotes participation in decision-making that affects school practices and policies. 59% 3. I was given enough training and support during onboarding to do my job well. 60% 4. I have the time I need to teach and prepare my lessons. 62% 5. I receive all of the information I need to carry out my work. 64% The top 5 goals and priorities for CICA's staff: 1. Supporting students 2. Compliance paperwork 3. Graduation 4. CTE programs 5. Student engagement How staff would like to see CICA improve the work environment: 1. Communication 2. Reduce workload 3. More training for new teachers 4. Allow staff to work from home more At CICA's educational partner event, ""Your Voice Matters,"" we focused on collecting feedback related to our three LCAP goals: Academic Achievement, CTE, and Student Services, and how we could increase and improve services. Academic Achievement 1. Leveled classes for IHS 2. Conversation classes with authentic language practice 3. Lessons that relate to the real world 4. Drivers Education classes 5. Computer classes 6. Access to field trips" Met 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. California Innovate Career Academy is committed to 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. 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. Our staff at California Innovative Career Academy works to overcome every single barrier our students face. 15JUN2023 2023 34765056033336 Smythe Academy of Arts and Sciences 6 Data gather from grades 6-12 from the California Healthy Kids Survey: Perceived School Safety Grade 7 54% Grade 8 62% Staff 48% Academic Motivation Grade 6 93% Grade 7 65% Grade 8 66% Staff 23% Caring adult relationships Grade 6 73% Grade 7 54% Grade 8 54% Staff 47% Our student Kelvin response data revealed an overall favorability rating of 77% across grades K-6 and 71% across grades 7-8. When disaggregated for K-6 students the following dispartities are evident: Mental health, motional safety and bullying/cyberbullying of our African American students was lower than other subgroups. In addition, in the domains of safety and bullying/cyberbullying was low for our Hispanic subgroup. When disaggregated for 7/8, the only disparity was evident in bullying/cyberbulling. Asians, American Indian, and English Learners student groups ranked this lower than other subgroups. Met 20JUN2023 2023 34765056112643 Westside Preparatory Charter 6 Data gather from grades 7-12 from the California Healthy Kids Survey: Perceived School Safety for grades7/8. California Healthy Kids Survey School Connectedness – 80% Try Hard on school work (Meaningful Participation)- 80% Safe school perception – 57% Decrease harassment/bullying – 40% Decrease mean rumors/lies – 40% Increase coping skills to decrease chronic sadness and hopelessness- 29%. Compared to last year our safe school perception went down from 62% to 57%. After getting the results, we introduced the safe school ambassadors program. Students were recommended by teachers and met monthly with the school counselor/social worker to discuss safety at school. Students also had a google form to be able to report bullying or other concerns anonymously to help students feel more safe at school. Met 20JUN2023 2023 35103550000000 San Benito County Office of Education 6 "A local climate survey was administered to students in grades 7-12 in April 2023. The results were as follows: 100% felt safe at school, 63.6% felt there was a safe adult to talk to, 90.9% reported that a teacher or adult noticed when they were not at school, 81.8% felt that they were treated fairly by the adults at the school. The parents were surveyed as well where 100% felt the communication was effective they received from the school, 84.2% felt the school tried to get the family involved in school activities and 94.7% felt satisfied with the overall program. Based on the survey results, the San Benito County Office of Education has implemented several actions which are outlined in the LCAP including: 1) Providing a ""Wellness Room"" with a Mental Health Therapist, as well as providing counseling services from Behavioral Mental Health and Substance Abuse; 2) implementing the Restorative Justice Program with staff and student training; 3) continuing the implementation of PBIS (Positive Behavior Intervention System); 4) implementing a Multi-Tiered System of Support to match student needs to appropriate resources: 5) Engaging with a Board Certified Behavior Analyst to provide strategies and recommendations for staff and students to better regulate themselves and better understand their emotions." Met 22JUN2023 2023 35674540000000 Bitterwater-Tully Elementary 6 The California Healthy Kids Survey timeline was extended to gather more feedback and encourage more families to participate. We are awaiting the results from the survey. Met We will continue to work with the San Benito County Office of Education to provide support for Mental Health and Drug Prevention Services. 28JUN2023 2023 35674620000000 Cienega Union Elementary 6 In April 2023, we surveyed our families to find out how connected and safe the family of our LEA felt. 87% of our families chose to participate in this survey. Of the 87% of families that participated in the survey, 100% of the families felt safe sending their child(ren) to Cienega School. While these results are great, for our size we should strive to reach a 100% participation rate. It is important to make all students feel welcome and safe at our school site. It is key that we continue to strive to provide safe environments for education to happen. Part of this can be accomplished by continuing to educate students on issues such as bullying and its effects. It is also key that the school continues to find new and improved ways to connect and communicate with families. Due to our rural location, and the rural home setting for most families, some electronic means of communication may not be easy. We shall continue Met 30MAY2023 2023 35674700000000 Hollister 6 Hollister School District 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 27JUN2023 2023 35674700127688 Hollister Prep 6 Hollister Prep administers the Panorama SEL survey to determine students’ perceptions of school safety and their connectedness to an adult, in addition to monitoring the skills of self-efficacy and self-regulation. Key learnings from the 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 disaggregated by gender, grade level, race, and EL status, there was little difference in the percentages. In terms of strength and growth, the areas of strength were in the high percentages of students who reported they had a positive connection to an adult at school 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 the leadership, it seeks to have 100% of students reporting that they feel safe. Another area of growth was connectedness to adults at school. Students who reported two or more races had significantly lower perceptions of having a connection when compared to other racial groups. To address perceptions of school safety, the school will implement several actions. All teachers in grades K-8th will administer weekly social emotional surveys that specifically ask students if they feel safe and if someone has done an action that the student considers harmful or inappropriate to them. This data will inform leadership, teachers, and counselors, so they can investigate reports of unsafe situations and intervene quickly. The school will also use the weekly survey data to identify students who may need more structured social skills support or who would benefit from a referral to an outside mental health agency. The school will implement daily community meetings in each classroom, using a structured social emotional learning. These meetings, in addition to teaching students strategies to increase their feelings of safety at school, will also serve to promote student connections to the adults. While numbers of students in the Confidentiality Protected demographics who reported less connections to an adult is relatively low (approximately 3%) the gap is unacceptable to the school. The school will do a deeper analysis into what factors may have led to these results. Teachers will receive additional student information related to their classrooms' cultural and racial demographics, so they can understand the backgrounds of their students better. They will also be coached in strategies aligned to culturally responsive teaching. Met 20JUN2023 2023 35674880000000 Jefferson Elementary 6 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: implementation of extended learning opportunities, input into facility repairs, 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 21JUN2023 2023 35675040000000 North County Joint Union Elementary 6 Strengths, challenges, and barriers: Spring Grove School makes safety and a positive school climate a priority in the LCAP, District Goals, and all around the campus. Based on the data gathered from middle school students, they shared that they feel safe because of the addition of a 1.0 FTE School Resource Officer (LCAP) and the additional School Psychologist (LCAP). The School Resource Officer monitors the school campus for safety and engages with all student groups daily. The School Psychologist visits middle school classrooms with positive social media lessons, and provides a safe place for students to meet wit her. The parents survey data reflect that over 95% of the responses felt that the School Resource Officer and the School Psychologist were positive additions to the school. The Asset Building Champions reading program by volunteers to all TK-5th grade classes also supports building a positive school culture. Met 22JUN2023 2023 35675200000000 Panoche Elementary 6 During the 2022-2023 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. Based on recent 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. Initial classroom upgrades were implemented in Summer/Fall 2023. Met 12JUN2023 2023 35675380000000 San Benito High 6 San Benito High School District 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. Continuing for the 2022-23 school years and beyond 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 13JUN2023 2023 35675530000000 Southside Elementary 6 Not Met 2023 35675610000000 Tres Pinos Union Elementary 6 During the 2022-23 school year, Tres Pinos School sent out a Student Climate Survey. The results were very encouraging with strongly agree or agree as the selected options in the majority of areas. 100% of students (6-8th) felt strongly, agreed, or were neutral about safety at school. 90% of students felt teachers gave them help when they need it. 90% felt that college was an important goal. A few concerns indicated were students were not friendly at this school and they do not treat each other with respect. Before and since this survey, the SEL Lessons have continued to support this area. Assemblies about respect and bully prevention have been included throughout the year. The results of this climate survey were shared with staff members, members of the district advisory committee and the board of trustees. Met 08JUN2023 2023 35675790000000 Willow Grove Union Elementary 6 When asked if the school was responsive to the needs of parents in terms of their likes and dislikes of the programs students were involved with was an approval of 97%. Parents felt the school was mostly safe (89%). Students felt the school was safe by 84% of their population. The parents overwhelmingly (98%) felt that the staff was easy to talk to and was receptive to the needs expressed by parents. Parents indicated that they liked the staff and thought each one was a very important asset to the school (98%). Met 13JUN2023 2023 35752590000000 Aromas - San Juan Unified 6 Aromas-San Juan Unified School District conducted the student survey through the California Healthy Kids Survey in 2022-23. We are scheduling it to be administered again for this new school year, 2023-24. The comprehensive Survey related to School Climate and Student Well-Being. The Survey addresses School Engagement and Support, School Safety, Substance Use, and Physical/Mental Health. Students in grades 7, 9, and 11. See the results of the Survey below: District results are an average of grade 7, 9, and 11 results: 7th grade: 92% response rate, 49% high level of school connectedness; 49% feel safe at school 9th grade: 94% response rate, 54% high level of school connectedness; 60% feel safe at school 11th grade, 87% response rate, 35% high level of school connectedness; 60% feel safe at school Met 14JUN2023 2023 36103630000000 San Bernardino County Office of Education 6 "During the winter of each year a survey is administered that includes measures of perceptions of school safety and connectedness to students. Student surveys show school climate as being an area of strength within the AE program, with over 80% agreeing or strongly agreeing 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% stating there is at least one adult at the school they can count on for help. SBCSS continued to employ designated staff focused on building new relationships with and engaging parents during the 2022-2023 school year, while maintaining safe and healthy school environments. As a result, 45 students participated in peer leadership training, and 52 parents participated in ""The Parent Project"" training empowering parents to be active members in their child's education. SBCSS will continue to implement PBIS strategies that have been successful in creating the positive school culture and climate." Met 05JUN2023 2023 36103630115808 Norton Science and Language Academy 6 NSLA administers a climate survey annually to one grade level in each grade span and a parent climate survey to all NSLA families. Students had the following positive results to share: -Students feel there are clear rules and consequences for behavior. -Students try their best on school work. -Students agree that their teachers are encouraging, engaging, and supportive in learning. -Students feel safe and respected. -There are ample opportunities for students to get involved outside of the school day. Students stated that the school could improve in the following: -Students feel the school is not kept clean. -Students don't feel that all the student body try their hardest. -Students feel that disagreements and equal treatment are still an issue. -Less than half the students feel they do not have a voice in what happens at school. NSLA believes in giving students a voice and addressing issues as they arise. In answer to the areas of student concern, facilities and custodial staff vacancies have been filled, helping to maintain a cleaner campus. Staff are continuing to receive professional development in relationship building, engagement, and equity. A student group meets with the principal monthly to voice student concerns and come up with possible solutions. Families felt the school did well in the following areas: -Communication from teachers is frequent. -Families feel they can confidently support their child's learning. -They are aware of their child's social interaction at school. -Families feel their child is safe at school and they enjoy school. -The school values diversity and staff are respectful. Areas families felt the school could improve on: -Activities offered at the school don't match their child's interests. -Teaching styles don't reflect their child's learning style. To address these concerns, the school has broadened its sports offerings for secondary students and has finished building a new gym for students. This has increased social interaction and offerings for students. Secondary students also have weekly clubs of their choosing to support their interests. Teaching staff continue to receive professional development to improve instructional strategies and engagement for students. The monthly student group with the principal continues to provide a forum for student feedback. Families also have multiple engagement opportunities throughout the year to provide feedback regarding school decisions and suggestions for improvement. Met 12JUN2023 2023 36103630139147 Sycamore Academy of Science and Cultural Arts - Chino Valley 6 Sycamore Academy is committed to ensuring the safety and connectedness of our students by administering a local climate survey. The survey captures crucial student perceptions of school safety and connectedness, providing valuable insights into the overall school climate. Here's a summary of our administration and analysis of the survey: Key Learnings: The survey results have yielded several key learnings. Students report feeling safe and connected within our school community, which is a positive indicator of our efforts to create a welcoming and inclusive environment. This insight has prompted us to focus on continuing to provide a safe school experience. Areas of Strength: The survey results highlight our strengths in fostering an overall sense of safety and belonging. Most students feel that they can turn to a trusted adult if they encounter safety concerns, and they believe that their teachers and peers respect them. This reflects positively on our school's culture of inclusivity and support. Challenges and Barriers: While we celebrate our strengths, the survey results have also illuminated areas for growth. The disparities in connectedness among different student groups are a challenge that requires our attention. Revisions and Actions: In response to the survey results, Sycamore Academy has developed an action plan for continuous improvement. This plan includes: Equal Opportunity Initiatives: We have targeted equal opportunity initiatives to address any disparities in connectedness among student groups. These initiatives include outdoor education and clubs. Leader in Me Program: To teach students to become leaders and self advocates and to address students' concerns about bullying and harassment, we are continuing our Leader in Me program and restorative justice practices to create a safer and school environment full of equal opportunity and diversity of thought. Student Voice: We are actively involving students in the decision-making process related to school safety and connectedness. Parent and Community Engagement: We recognize the importance of involving parents and the community in fostering school safety and connectedness. We are organizing workshops and events that encourage parent and community participation in supporting our students. By analyzing the survey results and taking targeted actions, Sycamore Academy aims to continuously improve the school's climate, ensuring that every student feels safe, respected, and connected within our learning community. We are committed to monitoring the impact of our initiatives and making data-informed decisions to further enhance school safety and connectedness. Met Sycamore Academy is dedicated to cultivating a positive and inclusive school climate where students, families, and staff feel safe, valued, and connected. Our commitment to school climate improvement is reflected in our ongoing efforts to foster a welcoming environment. We actively promote respectful and supportive interactions among all members of our school community. We prioritize social-emotional learning (SEL) programs to enhance students' emotional intelligence and interpersonal skills. By integrating SEL into our curriculum, we empower students to better understand and manage their emotions, develop empathy, and build positive relationships. Furthermore, we continuously seek feedback from students, parents, and staff through surveys, focus groups, and open forums to ensure that we are meeting their diverse needs and addressing any concerns. This collaborative approach informs our decision-making and allows us to make data-driven adjustments to enhance school climate. Sycamore Academy remains committed to the well-being and satisfaction of our school community, and we will persist in our efforts to maintain a positive school climate that supports the academic and personal growth of all our students. 13JUN2023 2023 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 increase academic achievement. In addition, we have added additional security officers and significantly increased the number of mental health professionals on campus. Parents have reacted positively to the additions. Met 10JUN2023 2023 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. 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. 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. 13JUN2023 2023 36103636111918 Desert Trails Preparatory Academy 6 Annually, scholars of Desert Trails are also surveyed in an annual school climate survey. This year, surveys were provided to scholars in grade 5. According to the results, scholars at Desert Trails feel that they are supported, are safe, and are provided with a sound education by staff that cares. The results show that Desert Trails scholars feel they do well and that their school wants them to be successful. Most scholars indicated there are clear rules for behavior, however, they would like good behavior to be noticed more often. The scholars surveyed feel safe at school and that there is an adult at school who will help them if they need it. There is room for improvement when it comes to providing social-emotional support for the scholars and working with the scholars to learn how to better get along with each other. To help address this issue, the Expect Respect program that has been implemented this year will be strongly emphasized from the beginning of the next school year. The staff and the scholars will continue to be part of the process for generating ideas about how we can better meet their academic and social-emotional needs Met 15JUN2023 2023 36675870000000 Adelanto Elementary 6 Adelanto Elementary School District’s (AESD) mission is to ensure equity for all students by alleviating barriers to success. Therefore, the needs, conditions, and circumstances of our Foster Youth, English learners, and Low-income students were considered first and foremost as AESD embarked on writing the 2023-2024 LCAP. AESD estimates that the level of Unduplicated Pupils for the LCAP year 2023-24 will increase. To best serve these students, we have developed LEA-Wide goals and actions to address academic and opportunity gaps and work to increase and/or improve our Unduplicated students’ educational experience. The district identified two significant causes for the low attendance rate and high chronic absenteeism rate. The two identified causes were student connectedness and lack of engagement. Further barriers to student achievement were physical and mental health and the lack of related support. The actions listed above are continued by community feedback (survey data) and observational data about student usage of these services. By removing barriers such as access to transportation, physical health support, actions related to physical wellness, and transportation services, the district anticipates improved outcomes for Low-Income students. We will monitor the effectiveness of these actions through local climate survey data and state metrics on the California Dashboard (attendance rate, suspension rate, chronic absenteeism rate). Strengths: The Local indicators demonstrate meeting standards for Local Climate Survey, which measured the information regarding the school environment based on a survey administered to our community stakeholders. Growth: Based on the 2022 California Dashboard data, overall shows a decrease in suspension rates from 2019 to 2022. Condition and Climate: Suspension Rate in 2019, 7.2% to 2022, 7.1%. Challenges/barriers: Barriers include access to transportation and physical health supports, actions related to physical wellness and transportation services. Through the series of meetings and surveys, AESD educational partners including all stakeholders have developed revisions and or actions to our Local Control Accountability Plan to include the following: increased parent engagement, provide high=quality extracurricular activities, increase two-way communication, provide supplemental programs, and increase Social Emotional Learning. A continued theme throughout the educational partnerships include significant impact on students, families, and staff. Educational partners have emphasized the need for more awareness, regular check-ins and monitoring of student needs, and tiered support to address mental health. Specific feedback examples include the call for more counselors, mental health counseling at school sites, student support centers, and the availability of SEL curriculum at the school sites. Not Met 2023 36675870128462 Taylion High Desert Academy/Adelanto 6 Taylion High Desert Academy administered a THDA survey in May 2023. All parents and students were encouraged to participate and an overview/analysis of the survey's indicators is as follows: STUDENT SURVEY (taken by 6-10 &12 graders) My teachers are always available to answer any questions if I need help with my learning. 60% Strongly Agree, 40% Agree My teachers motivate me to do my best academically. 62% Strongly Agree, 30% Agree My classes are challenging and interesting. 26% Strongly Agree, 60% Agree My teachers clearly explains objectives and expectations for learning. 52% Strongly Agree, 38% Agree I feel safe at Taylion. 56% Strongly Agree, 36% Agree PARENT SURVEY Taylion's staff responds to my questions in a timely manner.78% Strongly Agree, 18% Agree My child's instructor clearly explains objectives and expectations for learning. 76% Strong Agree, 28% Agree Taylion's counseling and support staff are helpful with course selections that are appropriate for my child. 58% Strongly Agree My child's instructors motivate my child to do his/her best academically. 76% Strongly Agree, 24% Agree My child's school is preparing him or her well for the next academic year. 66% Strongly Agree, 34% Agree Met NA 15JUN2023 2023 36675950000000 Alta Loma Elementary 6 The Alta Loma School District recognizes the importance of obtaining feedback from students, staff, and families regarding students’ perception of feeling safe and connectedness while attending school. Although survey results indicated 78% of students, 94% of staff, and 88% of parents feel safe at school, the District believes there is still room to improve. District administrators share survey results and feedback with the District Safety Committee, site administration, staff, and parent groups. The feedback is used to determine and validate what is working in our schools, and to make necessary adjustments as needed. Additionally, the District recognizes that feeling safe, secure, and connected is also related to nurturing a positive school learning environment and the social-emotional well-being of students. As a result, the District made the decision to focus on developing and implementing a more effective Multi-Tiered System of Support (MTSS) for students, focusing on the whole child. This work has included educating and training all educators (administrators, teachers, and support staff), across the District on MTSS, developing and implementing tier 1, 2, and 3 supports inside and outside the classroom, and integrating effective progress monitoring systems. Additionally, all schools are revisiting PBIS implementation and restorative practices. Moreover, school-based counselors were added to the elementary schools to support and integrate a more inclusive, positive, and restorative learning environment for all students. The junior high schools are focused on creating more relevant and engaging learning experiences, building a sense of belonging, by integrating social-emotional learning, and providing team-building opportunities such as lunchtime activities, clubs, sports, and extracurricular activities. Met 14JUN2023 2023 36676110000000 Barstow Unified 6 The Youth Truth Survey was administered during the 22-23 school year. The participation rate for all students was 53%. 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. The results of the survey were as follows: Key Indicators for Relationships & Culture (positive responses) - Student Responses Elementary Grades Does your teacher care about you? - 70% Do students treat the teacher with respect? - 29% Secondary Grades Teacher believes in you - 7&8 (71%), HS (70%) Adults treat students with respect - 7&8(47%), HS (42%) Key Indicators for Engagement, Relationships, Culture - Staff Responses My school sets high expectations for students - 66% Students and staff care about each other - 65% Discipline in this school is fair - 36% My school is respectful of races and/or ethnicities: Elementary - 83% 7 & 8 - 66% HS - 69% Key Indicators for Engagement, Relationships, Culture - Parent Responses My school sets high expectations for students - 66% Students and staff care about each other - 66% Discipline in this school is fair - 56% My school is respectful of races and/or ethnicities: Elementary - 61% 7 & 8 - 45% HS - 50% 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 27JUN2023 2023 36676370000000 Bear Valley Unified 6 In 2022, BVUSD administered the CA Healthy Kids Survey to 5th, 7th, 9th, and 11th grades. This survey is only administered every other year so comparable data will not be available until 2024. As well, the Youth Truth was administered in May, 2023, so the results were not available at the time the LCAP was due. These results will be brought forward in the 2024 indicator report. One of the goals for the 2022-2023 school year was the development of a Comprehensive Counseling Plan. Part of this process involved the creation of and administration of a student survey. In fall of 2022, site counselors administered a student survey to all students to ascertain the levels of concerns and areas of social emotional need. At Big Bear High School, all students were asked if they felt the need for more information regarding their ability to connect with their friends and family and coping strategies in dealing with levels of anxiety or depression. 38% felt they needed more support on connecting with friends, 35% needed more support for getting along with family members, 40% needed strategies for dealing with sadness and depression, and 61% expressed a need for strategies to deal with anxiety and stress. At Chautauqua High School, 50% felt they needed more support on connecting with friends, 50% needed more support for getting along with family members, 36% needed strategies for dealing with sadness and depression, and 59% expressed a need for strategies to deal with anxiety and stress. At Big Middle School, 86% felt they needed more support on connecting with friends, 67% needed more support for getting along with family members, 49% needed strategies for dealing with sadness and depression, and 70% expressed a need for strategies to deal with anxiety and stress. In addition, 72% middle schoolers expressed the need for more information about how to get more involved with the school community. At the elementary level, the questions were different but addressed the same social emotional needs. The percentages reported include all respondents who answered strongly agree/agree. 58% of students said they liked school, 73% said they feel safe at school, 73% like the way they are, 69% said they feel like they belong in their classroom and school community, and 43% said they were able to almost always/frequently control their emotions. 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 21JUN2023 2023 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 375, 5th grade student responses and 369, 7th grade student responses in the spring of 2023. Over 70% of students feel 'school is a positive place' where all students have the opportunity to succeed.' This data supports our efforts in 2022-23 to implement Positive Behavior Intervention and Support (PBIS) programs at all seven schools. The district also began its implementation of PBIS Rewards System in 2023-24, which supports students making progress on behavior expectations. Restorative Practices are also being implemented fully at the middle schools. Campus safety remains a top priority in our district, 76% of 5th grade students and 64% of 7th grade students feel that 'if students hear about a threat to school or student safety, they will 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. The district also has implemented a 'Hear Something, See Something, Say Something' program to support multiple means of reporting from the community. 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 22JUN2023 2023 36676520000000 Chaffey Joint Union High 6 The District is committed to engaging with community partners and students to gather feedback about conditions of learning, school safety, and school climate. The District administers an annual survey to students through the LCAP survey to gauge students’ connectedness, sense of belonging and safety on campus. In 2022-23, the District administered its LCAP survey to all students and received a substantial proportion of responses. Key findings from the survey: Feelings of Safety: 86.95% of students agree/strongly agree that they feel safe at school, Teacher Care: 86.5% of students agree/strongly agree that their teachers care about them Sense of Belonging: 77.1% of students agree/strongly agree that they feel like they are part of their school. A majority of students agree with feeling safe at school, perceiving teacher care, and feeling like they are part of their school, suggesting a foundation to build upon as the District continues to reestablish needs and priorities post-pandemic. The following actions aim to address the challenges identified in the updated data and work toward continuous improvement. They focus on strengthening teacher-student relationships, enhancing student support services, gathering feedback, promoting inclusivity, and fostering community involvement to create a more positive, secure, and inclusive school environment. · Continue teacher training programs - The District continues to focus on SEL, mental health first aid, relationship building, and is beginning its efforts to train all staff in trauma-informed practices. · Enhance counseling services to provide emotional and academic support for students who may be struggling - The District continues to solidify and expand its comprehensive mental health supports across campuses, including the addition of wellness centers, mental health personnel and opportunities for learning for staff. · Implement peer support programs or student leadership initiatives to create a more caring school community - The District has expanded its support of the Peer Counseling programs on each campus with dedicated advisors who train students to provide peer mentorship and counseling services for students in need. · Organize events and activities that encourage students to interact and build a sense of belonging within the school - District school sites have refocused efforts to build students’ connections to campus through club fairs, expanded extra-curricular activities, targeted recruiting, and specialized programs that offer training on student-to-student relationship and community building. Regular evaluation and adjustment of these actions will be crucial to ensuring that students' feelings of safety, teacher care, and a sense of belonging continue to improve across all grade spans. The District is committed to collecting the data and analyzing it collectively to drive future actions and recommendations. Met 14JUN2023 2023 36676780000000 Chino Valley Unified 6 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 or 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 or 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 2022-2023 school year to students in grades 6-12. Based on the responses from 10,693 students, 71% reported that their school was safe, and 69% of the students reported they feel that they belong at their school. Positive Behavior 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 2022-2023 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, which is also included in the site school plans as an area of focus. In addition, the District continues to support all school sites with a full-time K-12 Intervention Counselor to increase socio-emotional, behavioral, and mental health supports to students across the District. Finally, the District continues to increase awareness and accessibility to resources and supports for students and families focusing on safety, harassment and bullying, and social, emotional, and mental health, through the District’s “One-Stop-Shop” webpage available on the District website and all school site websites. These actions will allow the District to continue to improve its commitment to the safety and well-being of all students. Met 15JUN2023 2023 36676780137547 Allegiance STEAM Academy - Thrive 6 The data show that the school climate is inclusive and safe per input from the majority of families and students. Strengths include the opportunities for students to have voice in their school decisions. An area of growth is to provide students' the resources required to positively and productively navigate school. Counseling services and school-wide alignment on behavior supports have been implemented as part of the continuous improvement process. Not Met For Two or More Years 2023 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. Elementary Schools: Overall mean score = 3.11 decreased from 2021. Overall mean scores for subgroups: Hispanic Students = 3.11 decreased from 2021. Black/African American Students = 3.10 decreased from 2021. White Students = 3.18 decreased from 2021. Sample overall score for Elementary questions: Q5 - Teachers treat me with respect = 3.72 increased from 2021. Middle Schools: Overall mean score = 2.93 decreased from 2021. Overall mean scores for subgroups: Hispanic Students = 2.95 decreased from 2021. Black/African American Students = 2.69 decreased from 2021. White Students = 2.96 increased from 2021. Sample overall score for Secondary questions: Q5- Teachers treat me with respect = 3.34 which is equal to 2021. Comprehensive High Schools: Overall mean score = 2.85 which is equal to 2021. Overall mean scores for subgroups: Hispanic Students = 2.65 decreased from 2021. Black/African American Students = 2.86 increased from 2021. White Students = 2.89 increased from 2021. Sample overall score for Secondary questions: Q5- Teachers treat me with respect = 3.22 which is equal to 2021. Alt Ed Schools: Overall mean score = 3.17 increased from 2021. Overall mean scores for subgroups: Hispanic Students = 3.2 increased from 2021. Black/African American Students = 3.04 decreased from 2021. White Students = 3.41 increased from 2021. Sample overall score for Secondary questions: Q5- Teachers treat me with respect = 3.58 increased from 2021. Met The Fall 2022 scores on the PBIS School Climate Survey have decreased as compared to the Fall 2021 scores. We need to focus on creating a climate where students feel safe at school- specifically at the secondary school sites. This continues to be our lowest scoring area. Elementary school site data show that students have a higher perception of positive school climate in all areas than do secondary students. The data also shows that the perception of school climate as positive declines from elementary to middle and declines further from middle to high school. Interestingly, data from our two alternative education sites show a significantly higher perception of positive school climate than do our comprehensive secondary sites. 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. 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 perceptions 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 secondary sites need to work to address students’ feeling of safety at school. All comprehensive secondary sites scored less than a “3”. 29JUN2023 2023 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. Met 15JUN2023 2023 36677020000000 Etiwanda Elementary 6 Etiwanda School District conducts an annual student survey across grades 3-8 to evaluate the school climate and gather valuable feedback from our students. Administered with parental/guardian permission during December, the survey serves as an opportunity for students to express their perspectives on various aspects of their school experience. In the 2022-23 school year, we received an encouraging response, with 7,896 students out of a total grade span enrollment of 9,237 completing the survey. The survey consists of forty thought-provoking questions providing us with insights into our students' perceptions and experiences. The results from the 2022-2023 student survey highlight several areas of strength and positive feedback. Notably, a remarkable 88% of students agreed that they feel welcomed and cared for at their school, emphasizing the inclusive and supportive environment we strive to foster. Additionally, 88% of students expressed agreement that their teachers make classes interesting, underscoring our commitment to engaging and dynamic instruction. The survey findings also indicate high levels of teacher-student interaction and collaboration within our schools. An impressive 94% of students agreed that teachers regularly encourage and support them, while 97% agreed that teachers promote collaboration and cooperative learning. These results highlight the dedication of our teachers in fostering a positive and inclusive learning atmosphere. 89% of students agreed that their teachers value their background and culture, emphasizing the importance we place on honoring and celebrating the diverse identities and experiences of our student body. 94% of students feel their school cultivates an environment where students from different backgrounds become friends. Furthermore, 95% of students recognized the availability of counseling services at their school, indicating the resources and support we provide to address their social-emotional needs. Ensuring a safe learning environment is a top priority for Etiwanda, and the survey results reinforce our efforts in this area. An impressive 90% of students strongly agreed or agreed that they feel safe at school, which serves as a testament to our regularly updated and implemented school safety plans. Our districtwide implementation of Positive Behavioral Intervention and Supports (PBIS), along with a range of character education programs and annual family involvement events, further nurture school connectedness and create a supportive community. The survey reflects a high positive response rate with 93% of students feel their school focuses on character development to promote an atmosphere where students can thrive academically, socially, and emotionally. Lastly, 93% of students would recommend their school to their friends. Met 15JUN2023 2023 36677100000000 Fontana Unified 6 FUSD administers a climate survey to all students in grades 5, 7, 9, and 11 annually. This survey was administered in October 2022. The data shows that 68% of 5th grade students felt connected to school, compared to 39% at 7th grade, 33% at 9th grade, and 30% at 11th grade. These results indicate that students generally feel less connected at school as their grade level increases. Additionally, school connectedness has been stagnant across the post-pandemic years and remains significantly below the pre-pandemic data from Fall of 2019. The difference between Fall 2019 and Fall 2022 is 10% lower for elementary and 20% lower for middle school and high school grades. Students continue to feel less safe since returning from distance learning in Fall of 2021. From Fall 2021 to Fall 2022 perceptions about safety remained the same for grade 5 at 62% feeling safe at school, but continue to decline for grades 7, 9, and 11. Each of those grade levels saw a 3-7% decline in feelings of safety. Unlike the decline in school connectedness at higher grade levels, feelings of safety are similar across all grade 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 21JUN2023 2023 36677100141952 Allegiance STEAM Academy - Thrive, Fontana 6 Not Met For Two or More Years 2023 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 has continued to provide SEL Support because of the increase in student misbehavior post pandemic. Additional use for Counselors and a student SEL surveys through Panorama improve the overall climate of the schools of Helendale. The survey data helps counselors support students needing emotional support. Met 28JUN2023 2023 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. As students continue to attend post pandemic there is increased focus to see how the school climate has changed and where ACE can continue to improve. Met 28JUN2023 2023 36677360128439 Empire Springs Charter 6 "In 2022-23, as part of the 2023 LCAP Educational Partner Survey, all students were asked to complete 24 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 students like, with helpful teachers and interesting activities, within a safe and connected environment where students follow the rules and are treated fairly. All students were encouraged to participate. On average, students responded positively to 59%, neutrally/I don't know to 26%, and negatively to 15% 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,” (82% of students responded ""yes"" and “I think my teachers work hard to help me with my schoolwork"" (81% of students responded ""yes""). The two statements with the highest negative ratings were: “I think this school has helped me learn about colleges” (37% of students responded ""no""), and “I have seen problems between people who look different,” (39% of students responded ""yes"" 35% responded “no” and 27% responded “neutral/I don’t know; 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 2023. The school plans to include a segment of the CHKS again in the 2023-24 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 Mental Health Services by partnering with Care Solace to provide students, staff, and families a connection to verified mental health providers 24 hours a day, 7 days a week, in 200+ languages. The school has also established a new partnership with Barstow Community College, increasing access to concurrently earn high school and college credits. We are proud to note that teachers and educational specialists have been recognized by students as their top choices in the survey for two years in a row. Conscientious support has a lasting positive effect on students both inside and outside of a classroom setting." Met 08JUN2023 2023 36677360130948 Independence Charter Academy 6 ICA administers an annual climate survey that focuses on the student's perception of whole school, classroom, 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. Additionally, a social and emotional survey is sent out to find out how students are doing with their individual mental health and counselors contact students that seem to need the most support. Met 28JUN2023 2023 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 following student groups: EL 12.5% Foster Youth 0.0% Homeless Youth 0.0% Student with a Disability 11.3% Title 1 0.9% None of the Above 76.3% Parent participants with following student ethnicity: White 36.90% Hispanic/Latino 25.30% African American 1.30% Asian 1.90% Filipino 1.90% American Indian/Alaskan Native 0.60% Two or more races 25.30% Declined to State 6.7% Overall % Parent in agreement with: Improving the Academic Achievement of Students 95.00% Positive School Climate & Connectedness 98.0% Establishing Connections and Partnerships 96.50% College and Career Readiness and Technical Education 91.2% Overall Satisfaction and Input 98.0% ""Meaning: Overall high satisfaction rating of our school. Parent student group and ethnicity data demonstrates educational partner engagement and the school's building partnerships with parents. Use: Collaborate on strategies to invite and encourage participation of all parent groups, as well as focus on improving CTE and college and career readiness support."" Student Participants: EL 10.8% Students with a Disability 10.7% Foster Youth 0.0% Homeless Youth 0.7 Title 1 0.7 None of the Above 79.7% Overall % Students in agreement with: My teacher is available to speak with me when I need guidance and support 99.3% The curriculum provides challenging grade level instruction and assessment 94.2% The curriculum and instruction are engaging and I complete my work on time 81.9% I have access to 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 93.4% My teacher cares about my education and is committed to helping me succeed 99.3% I feel safe and welcome to meet with my teacher to discuss my progress 97.1% Overall, I feel satisfied with my school 89.1% Overall, I feel satisfied that the school does a great job communicating with me 94.2% There is additional support for my academic or developmental needs 91.3% If I need social/emotional support or mental health support, I know I have someone at school that I can talk to 76.8% I am aware of the student mental health resources offered by the school 65.2% ""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 supports through social media, educational partners' emails, and discussions at learning period meetings." Met Positive School Climate Student Survey results Student Participants: EL 10.8% Students with a Disability 10.7% Foster Youth 0.0% Homeless Youth 0.7 Title 1 0.7 None of the Above 79.7% Overall % students in agreement with: School's High Expectations for Student Performance 93.80% School Safety 97.40% Respectful School Climate 96.00% Caring Adults at School that Support Students 99.30% Social and Emotional Learning 84% Growth Mindset 94.50% 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. 22JUN2023 2023 36677360136937 Vista Norte Public Charter 6 In the spring of 2023, 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% students 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. During the school year, 100% staff reported that they felt safe, and 97% staff 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 07JUN2023 2023 36677360139576 Excel Academy Charter 6 "DATA - Educational Partners’ Input: 96.7% of survey respondents ""agree"" that EACS' vision and mission are clear and understandable. 93.8% of survey respondents ""agree"" that the overall school organization lends itself to efficiency and student achievement. 97% of the survey respondents “agree” that EACS and teachers clearly communicate academic expectations and encourage academic excellence. 93.4% 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. 92.4% of survey respondents ""agree"" that EACS uses assessment data to modify and monitor curriculum and instruction of students. 97% of survey respondents “agree” that they feel safe and welcome to meet with their child’s teachers or school staff to discuss student progress. 97.4% of survey respondents “agree” that their child’s school has developed a partnership with them to support their child’s academic learning and achievement. 95.4% of survey respondents “agree” that the school demonstrates good effort in providing opportunities for involvement and input. 98% 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. 97% of high school parent survey respondents “agree” that the school provides opportunities for high school students to participate in CTE courses or graduation pathways. Students in grades 6-12 100% of survey respondents ""agree"" that the ToR is available to speak with them when they need guidance. 94.8% of survey respondents""agree"" that they are satisfied with their school. 86.6% of survey respondents ""agree"" that the curriculum and instruction are engaging and they are able to complete the coursework on time. MEANING: The survey results are shared with educational partners to address trends in the input during the ELAC, SSC, and all staff meetings. 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. Testimonials “I am so pleased and impressed with Excel. I appreciate the team of teachers and professionals that have made our transition from brick and mortar school to a virtual school so seamless. Our teacher is extremely responsive and creative in her support to our family.” “Please continue with this outstanding approach to education, it is greatly appreciated!” USE: EACS takes pride in focusing on continuous improvement by analyzing current curriculum options, internal assessments, and educational partner feedback to ensure students are being provided the best education that serves their individual needs." Met 22JUN2023 2023 36677770000000 Morongo Unified 6 Morongo Unified School District administers a local social-emotional survey yearly to K-12 students at each site. The survey is derived from SAEBRS (Social, Academic, Emotional Behavior Risk Screener), which gives the district insight into which students are at risk and not at risk for social, academic, or emotional behavior. The questions within the survey ask students about the previous month’s experiences with regard to social, academic, and emotional behavior. Approximately 50% of MUSD students took the survey, with 94% exhibiting at-risk behaviors. In addition, social behaviors had a 95.77% at-risk rate, academic behavior had a 78.19% rate, and emotional behavior had a 96.84% at-risk rate. The survey was first distributed in Winter 2021 during the COVID-19 pandemic. As we progress further away from the pandemic, the total average for the district of students at-risk versus not at-risk has improved. For future surveys, SAEBRS will be replaced to achieve a more accurate picture of student perception regarding culture and climate. Besides the SAEBRS survey, the district distributed the LCAP survey to students, which had targeted questions about culture and climate. Eighty-four percent of 4th-12th grade students believe teachers and other staff members treat them respectfully. Meanwhile, 70% of students felt respected by their peers, and 76.93% agreed or strongly agreed that teachers, the principal, and other staff help them stay in school and succeed. Furthermore, 53.12% of students felt bullying was a problem at their school. Additionally, the California Healthy Kids Survey (CHKS) was administered during the 2022-23 school year. The participation rate for each grade level was as follows: 23% (117) 5th graders, 67% (318) 7th graders, 27% (140) 9th graders, and 42% (183) 11th graders. The results from the social-emotional survey, LCAP survey, and CHKS inform the district that there needs to be a continued emphasis on Multi-Tiered Systems of Support (MTSS), Positive Behavioral Intervention and Support (PBIS), and social-emotional learning (SEL) targeting mental health and strengthening positive relationships. One strength of MUSD is that staff members and students respect one another, but a revelation was how students need help in managing emotional and social behavior through the teachings of social skills, positivity, and other coping mechanisms for students to utilize daily. In elementary schools, 89% of students felt safe at school at least some of the time, while secondary students had a lower percentage. Barriers to implementing the programs fully include staffing shortages and ensuring regular attendance. MUSD has increased attendance monitoring through the tracking program Attention2Attendance. Additionally, MUSD will provide professional development emphasizing the importance of implementing MTSS, PBIS, and SEL in the classrooms and on schools’ campuses. Suspensions and expulsions have decreased since the programs’ inception. Met 27JUN2023 2023 36677850000000 Mountain View Elementary 6 Mountain View School District administered the California Healthy Kids Survey (CHKS) during the 2022-23 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 percent of participating 5th graders and 55% of 7th graders perceived their school as “very safe or safe.” For grade 7, 30% of our students indicated that they felt “neither safe nor unsafe.” This means that 14% of students reported feeling “unsafe or very unsafe.” Ninety-three percent of staff and 91% 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: 70% of the 5th graders and 57% 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-five percent of 5th graders and 63% 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 08JUN2023 2023 36677930000000 Mt. Baldy Joint Elementary 6 Mt. Baldy School (MBS) conducts a school climate survey at least twice per school year. All students, grades 3-8 participate in the survey. The aggregate data that follows, on topics specifically addressing school climate, is reported within the 3-8 grade span, from surveys conducted in the 2022-23 school year. Overall, 77% of students in grade 3-5 rated MBS favorably in the area of school climate, or perceptions of the overall social and learning climate of the school. 76% favorably rated MBS in school belonging or how much students feel they are valued members of the school community. This area showed the greatest increase from the last climate survey in 2021-22 school year. In the rea of school safety, 64% of students responded favorably to questions regarding the perceptions of student physical and psychological safety at school. This area had the greatest decreasing change from the previous school year. For students in grades 6-8, 75% of students favorably responded to questions regarding school climate, or perceptions of the overall social and learning climate of the school. 67% favorably rated MBS in school belonging or how much students feel they are valued members of the school community. In the area of school safety, 80% of students responded favorably to questions regarding the perceptions of student physical and psychological safety at school. School safety received the highest percent favorable change of all topics on the school climate survey for all students in grades 6-8. As addressed in Goal 2 of the LCAP, MBS will continue to integrate social emotional learning (SEL) in all classrooms. Although there is work to be done with grades 3-5, students in grade 6-8 have increased the percent of favorable responses in all areas of the climate survey from the 2021-22 school year to the 2022-23 school year. All classrooms, from TK-8, incorporate morning meetings have access to Second Step SEL lessons and mindfulness activities to integrate throughout the day. As addressed in Goal 3 of the LCAP, implementing parent education opportunities will allow MBS to bridge the gap between what students are learning at school in regards to social emotional learning and what families can do at home to support their child's social emotional well-being. Met 29JUN2023 2023 36678010000000 Needles Unified 6 We used a student survey from the high school. Overall, the survey indicated that our students felt safe at school. Students did mention in a presentation to San Bernardino County that they wanted more safety drills and more security on campus with more secure doors and more cameras. From the presentation and a walkthrough by a school security firm, we are looking at more ways to provide security to our campus to even better protect students and staff. Met Recently, we secured $48,000 in grant money to be used for our security project. 20JUN2023 2023 36678190000000 Ontario-Montclair 6 Question: Do you feel like you are part of this school? Elementary 36% - Yes, all of the time 32% - Yes, most of the time Question: I feel like I am part of this school. Secondary 12% - Strongly Agree 35% - Agree Question: Do you feel safe at school? Elementary 32% Yes, all of the time 41% Yes, most of the time Question: I feel safe in my school Secondary 17% - Strongly Agree 38% - Agree During the 2022-2023 school year, the district continued providing Restorative Practices training to staff to recognize signs of a student is in crisis, increase positive class culture, and to repair when harm was done for student-student and student-teacher relationships. Professional development, case management, and mental health services were provided primarily in-person, and when requested, provided in a virtual environment. The district also increased implementation of daily Social-Emotional Learning (SEL) and continued the Panorama SEL Universal Screener. Full-time classified School/Family Outreach Assistants (SFOA) were hired at each school site during the 2022-23 school year to support existing certificated Outreach Consultants (ORC) to better connect students and families to services and support in order to overcome barriers to success. 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 long-term challenges we encountered were a loss of student social and behavioral skills from the COVID-19 pandemic. The impact has been higher than normal numbers of intensive student behaviors and more students being in crisis. Many families struggled with how to best support their student with mental health needs. The demand for supports increased, however, the district also increased proactive measures by refining access to services and supports and increasing the skills of school site behavior support individuals, such as the ORC, SFOA, and Student Mentors, in utilizing trauma-informed practices in student situations. We knew that without adequate SEL support, students will be unable to focus on the task of learning and engaging in school. Met 15JUN2023 2023 36678270000000 Oro Grande 6 Oro Grande Elementary administered a School Climate survey to all parents, and students in grade 3th-6th. All staff also completed the survey. The survey revealed that 86% of parents agree or strongly agree that “school[s] effectively keep parents informed about events and activities. 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 14JUN2023 2023 36678270113928 Riverside Preparatory 6 Riverside Preparatory School administered a School Climate survey to all parents, grades TK-12. All staff also completed the survey and students. 86% of parents agree or strongly 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 14JUN2023 2023 36678270137174 Mojave River Academy - Gold Canyon 6 The Mojave River Academy students, parents, and staff participated in a school survey. Students at Mojave River Academy feel connected to school (98.3%) and also feel that their school is safe (98% agree or strongly agree). The students at Mojave River Academy meet individually with their teachers once a week and have the opportunity to discuss any concerns that they have, 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 14JUN2023 2023 36678270137182 Mojave River Academy - National Trails 6 The Mojave River Academy students, parents, and staff participated in a school survey. Students at Mojave River Academy feel connected to school (98.3%) and also feel that their school is safe (98% agree or strongly agree). The students at Mojave River Academy meet individually with their teachers once a week and have the opportunity to discuss any concerns that they have, 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 14JUN2023 2023 36678270137190 Mojave River Academy - Oro Grande 6 The Mojave River Academy students, parents, and staff participated in a school survey. Students at Mojave River Academy feel connected to school (98.3%) and also feel that their school is safe (98% agree or strongly agree). The students at Mojave River Academy meet individually with their teachers once a week and have the opportunity to discuss any concerns that they have, 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 14JUN2023 2023 36678270137208 Mojave River Academy - Route 66 6 The Mojave River Academy students, parents, and staff participated in a school survey. Students at Mojave River Academy feel connected to school (98.3%) and also feel that their school is safe (98% agree or strongly agree). The students at Mojave River Academy meet individually with their teachers once a week and have the opportunity to discuss any concerns that they have, 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 14JUN2023 2023 36678270137216 Mojave River Academy - Rockview Park 6 The Mojave River Academy students, parents, and staff participated in a school survey. Students at Mojave River Academy feel connected to school (98.3%) and also feel that their school is safe (98% agree or strongly agree). The students at Mojave River Academy meet individually with their teachers once a week and have the opportunity to discuss any concerns that they have, 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 14JUN2023 2023 36678270137224 Mojave River Academy - Silver Mountain 6 The Mojave River Academy students, parents, and staff participated in a school survey. Students at Mojave River Academy feel connected to school (98.3%) and also feel that their school is safe (98% agree or strongly agree). The students at Mojave River Academy meet individually with their teachers once a week and have the opportunity to discuss any concerns that they have, 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 14JUN2023 2023 36678270137232 Mojave River Academy - Marble City 6 The Mojave River Academy students, parents, and staff participated in a school survey. Students at Mojave River Academy feel connected to school (98.3%) and also feel that their school is safe (98% agree or strongly agree). The students at Mojave River Academy meet individually with their teachers once a week and have the opportunity to discuss any concerns that they have, 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 14JUN2023 2023 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. 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: 80% of the students surveyed reported that they feel safe at school. 72% of the students feel like they are included in activities, and 71% of them feel adults take them seriously. 63% of the students feel that their school effectively addresses teasing or bullying. 78% of the students feel what they are learning in school will help them in their future, and 78% of the students feel that the rules are made clear to them. Secondary: 70% of the students surveyed reported that they feel safe at school. 61% of the students feel like they are included in activities, and 61% of them feel adults take them seriously. 50% of the students feel that their school effectively addresses teasing or bullying. 57% of the students feel what they are learning in school will help them in their future, and 70% of the students feel that the rules are made clear to them. Key Learnings: The results were very similar between 2022 and 2023. Many efforts were put in place to help with students wellness and socio-emotional health. Additionally, there was a large focus on student attendance. Secondary schools implemented the 5-Star program which tracks student participation in activities. Several schools in the district were awarded for model PBIS programs. Finally, there was a great deal of professional development for Multi-tiered Systems of supports for students. 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 2023-24 survey results. Met 13JUN2023 2023 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 COVID-19 safety procedures. Middle and high school students indicated Grove holds them to high expectations and provides opportunities for meaningful participation, and that 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/guardian involvement, while middle school students reporting the opportunity for parent/guardian involvement was below the state average. Overall parents/guardians' responses to the CHKS showed a positive view of The Grove School. Parents/guardians indicated in the 2022 CHKS that they felt the school was responsive to their students' needs and was doing a good job promoting parent/guardian involvement and providing social emotional resources for their students. Parents/guardians also indicated a more positive view of their students' academic motivation. While parents/guardians did overwhelmingly indicate they had attended a Grove event, less than 40% indicated they 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/guardians or students indicated. Met 21JUN2023 2023 36678500000000 Rialto Unified 6 The District administered the Panorama Education survey in the Fall and Spring of the 2022-2023 school year. The data indicated that as students move from elementary to secondary, they feel less connected to their school and to staff. However, students at all grade levels agreed that their teachers were respectful. In order to address the survey results, the District will focus on providing support to school sites in the implementation of their Social Emotional (SEL) curriculum. The District will also continue staff training and professional development in the areas of Trauma Informed Practices, Restorative Practices, and Culturally Linguistically and Responsive Teaching. The data will also help inform the Local Control and Accountability Plan (LCAP) actions. Met 21JUN2023 2023 36678680000000 Rim of the World Unified 6 DATA: For the 22-23 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 4 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. 41% of our students districtwide in grades 4-12 participated in the survey with 71% of the responses reporting favorable. The sense of safety dimension reported the highest results with 79% of the responses favorable. The instructional environment dimension reported 74% favorable responses, growth mindset 63%, and school belonging/connectedness scored 68% 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, theft, or inappropriate physical contact. 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 63%. Schools reviewed the Kelvin pulse data at their School Leadership, Staff, or PBIS 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 22JUN2023 2023 36678760000000 San Bernardino City Unified 6 In 2022-23, 9142 students were surveyed in grades 3-5. Student Sense of Safety decreased to 66% favorable. Sense of Safety results continue to rank us in the 50th percentile when compared with other CORE districts. Students with the lowest rates of favorable responses in this area included Homeless 58%, African-American 59% and Special Ed 61%. The elementary overall district results decreased to 72% favorable responses in Sense of Belonging/School Connectedness. When compared to CORE districts, we decreased to the 30th percentile. Student groups with the lowest rates of favorable responses in this area include Homeless 69%, Native American 66% and Special Ed 70%. At the secondary level, 19,269 grades 6-12 students were surveyed. Student opinions of Safety decreased to 64%, putting SBCUSD in the 40th percentile when compared to the CORE districts. Student groups with less favorable opinions of Safety, include LGBTQIA+ 51%, Caucasian 56% and Homeless 59%. For Sense of Belonging/School Connectedness, student favorable responses are reported at 52%, resulting in the 20th percentile as compared to other CORE districts. Student groups that fell under the district average were LGBTQIA+ 47%, Chronically Absent 47%, and Native American 44%. The COVID-19 pandemic continues to affect students’ Sense of Safety and Sense of Belonging. We continue to increase support for mental health referrals and chronically absent students. Schools have worked to re-engage and re-establish welcoming, safe and inclusive learning environments. Student Wellness and Support Services (SWSS) staff implemented the systems of PBiS, integrating Trauma-Responsive mindsets and Restorative Practices. The district adopted Social-Emotional Learning Curriculums. In 2021-22, 35 schools participated in the CA PBIS Implementation Recognition. In 2022-23, 55 schools have applied for recognition. To expand support for LGBTQIA+ students, the SWSS department held PD at all middle schools and 4 high schools to ensure staff are aware of the rights and needs of LGBTQIA+ students. Differentiated school team trainings were developed to support each school’s social-emotional-behavioral MTSS. In 2022-23, 40 schools attended and began implementing research-based Tier 2, small group interventions; 3 schools attended Tier 3 individualized behavior intervention systems. In 2023-24, the SWSS department has Tier 1 systems training scheduled and additional offerings of the Tier 2 and Tier 3 training series to meet the needs of participating 72 schools. There is work to align ELA units of study to the SEL curriculum to support instructional integration. School climate and culture implementation will continue to be a district goal, coaching, and support for school Climate and Culture Teams. Working with Panorama Education has allowed school Staff and Climate and Culture Teams to receive training in understanding the survey data, action plan around improvements, and identifying students needing support. Met 20JUN2023 2023 36678760107730 ASA Charter 6 "ASA Charter School received a ""Good Rating"" on the June 2023 Facility Inspection Tool. ASA Charter School continues to make facility and grounds improvements to provide a safe, healthy and stable learning environment and to maintain our “Good Rating” on the Facility Inspection Tool. We have recently added new security measures to our campus and will continue to make campus safety a priority for our school community." Not Met For Two or More Years 2023 36678760109850 Public Safety Academy 6 Key findings from survey results included a better understanding of how the LEA is supporting educational partners. The LEA is excelling in safety, CTE pathways, graduation, and positive culture programs. Areas of growth include the school ELD program and the need to increase parent involvement in decision making. Revisions, decisions, and actions that the LEA will implement are to improve ELD program and to increase parent participation. Met 22JUN2023 2023 36678760117192 SOAR Charter Academy 6 DATA: Our data comes from three surveys; California Healthy Kids Survey, Local Stakeholder Survey, and Leader in Me MRA. 96% of parents agree we have adults that really care. 53% of 7th graders and 62% of 5th graders feel they have a caring adult relationship. 98% of parents agree we provide a safe learning environment. 94% of parents agree SOAR meets the academic and emotional needs of their students. 95% believe SOAR teaches character education and leadership that impacts children. 98% agree SOAR employs qualified teachers that are committed, collaborative, and caring. Our overall score on the MRA was 77 and our culture score is 80 on a scale of 0-100 which includes Leadership, Culture, and Academics with the lowest score being in Empowered Learners, Supportive Student Environment, and Student Leadership which is one is every area. 95% 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 and the feedback about those is improving. We 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 less than a percent. We also went down 1% of students and parents that felt like SOAR provides meaningful opportunities for students and on the School has Adults that Really Care question. We showed an increase of parents that feel that our academic program meets the needs of their students and that parents are regularly made aware of student progress. The % of students feeling safe on our campus has dropped as well. 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 and feel the impact our programs have on our students and our culture when we are on campus. We will continue to put things back in place that we know address their academic, social, and emotional needs. 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 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 student and staff leadership roles. We have seen a change in our students over the last 2 years and our school climate seems to have been impacted. Students do not feel as safe at school. To address this, we hired two unarmed guards and a drug sniffing dog that will come randomly throughout the year. Met We will monitor how our students are feeling through a monthly culture survey. School climate is and will continue to be a part of our well-rounded education focus. 24MAY2023 2023 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 students' 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. In addition, we continue to address the challenges students face socially and emotionally. We are focusing on our MTSS plans and have brought on new counseling services to address those concerns. Met 10JUN2023 2023 36678760120568 Options for Youth-San Bernardino 6 The Comprehensive School Climate Inventory (CSCI) administered by the National School Climate Center in January and February 2023 encompasses fourteen different dimensions related to Safety, Teaching and Learning, Interpersonal Relationships, Institutional Environment, and Social Media. School Climate Survey results for OFYSB Physical Surroundings - 4 (rating has remained the same for 2017, 2019 and 2023) Respect For Diversity - 4 slight dip from 2017 and 2019 Social Supports / Adults - 4.14 (rating has remained the same for 2017, 2019 and 2023) Support For Learning - 4 (rating has remained the same for 2017, 2019 and 2023) Sense of Physical Safety -4 (rating has remained the same for 2017, 2019 and 2023) Safety Rules and Norms 4 School Connectedness/Engagement - 4.14 (rating has remained the same for 2017, 2019 and 2023) Sense of Social / Emotional Security - 3.83 Social Support / Students 3.6 (rating lower than previous years Social and Civic Learning - 3.8 Social Media - 3.67 (rating has remained the same for 2017, 2019 and 2023) Social Inclusion - 3.92 Examining results from this survey, an identified area of growth from students, guardians and staff was Social Media - Students feeling safe from physical harm, verbal abuse/teasing, gossip, and exclusion when online or on electronic devices (ie: Facebook, Twitter, other social media platforms, by an email, text messaging, posting photo/video, etc.). In response to this identified need, the school will partner with a third party vendor to provide students with digital citizenship lessons to help them navigate topics, such as cyberbullying, online safety, and media literacy. These efforts to build a sense of school safety and and connectedness between school staff and families have been included in our LCAP specifically in LCAP Goal 4, metric 4 (students reporting a sense of belonging and connection) and action 2 (social emotional learning) Another identified area of improvement from the climate survey data was Social Support—Students Pattern of supportive peer relationships for students, including friendships for socializing, for problems, for academic help, and for new students. To address this area, the LEA has added art therapy student groups to create more opportunities for students to interact in an academically and socially appropriate setting and will continue these opportunities into the next school year. These efforts to build a sense of school safety and connectedness between school staff and families have been included in our LCAP specifically in LCAP Goal 4, metric 4 and action 2 (school safety) and action 3 (social emotional learning). Met 30JUN2023 2023 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 students’ 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 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 and emotional well-being, in addition to the importance of homework (i.e. reading at home) and its impact of supporting 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 and Family Engagement, School Attendance, and 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 utilizing 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. Met 10JUN2023 2023 36678760122317 Hardy Brown College Prep 6 DATA We administered an anonymous, locally-designed survey to scholars in grades 3-8 during early June 2022. Over three-fourths (78%) of scholars reported feeling quite or extremely safe at school, and 86% 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 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 13JUN2023 2023 36678760126714 Woodward Leadership Academy 6 Staff received training in SEL. Staff participated in professional sevelopments regarding SEL. Met 26JUN2023 2023 36678760133892 Ballington Academy for the Arts and Sciences - San Bernardino 6 Ballington Academy administered a student climate survey. A total of 34 students completed the survey. Survey results are as follows: • 94.1% Agreed they liked their school • 94.1% Felt they do well in school • 100% Agreed Ballington Academy wants students to do well. • 91.2% Agreed Ballington Academy has clear rules for behavior. • 94.2% Agreed teachers treat students with respect. • 100% agreed there is an adult at the school “that will help me if I need it.” • 85.3% Agreed students treat each other well. Results will be discussed with our educational partners as part of our school’s continuous improvement cycle. Survey results impacted the development of the 2023-24 LCAP and the school’s comprehensive needs assessment. Met 20JUN2023 2023 36678760136952 Entrepreneur High 6 Some of the Key positive learnings from the survey results are: - Our school emphasizes the academic success of 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 respects the 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 strength are: - Adaptability - Teacher Growth - CTE Programming - 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 educational partners 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 10JUN2023 2023 36678760137935 Savant Preparatory Academy of Business 6 SPAB has learned some valuable information since welcoming students and staff back to campus. We learned we are an awesome staff that powerfully comes together during adversity. We learned we know how to pivot quickly and effectively to meet the needs of our students. We learned that most students need to be on campus to learn and grow at their true capacity. Based on our student outcomes as of now, we know we will have to focus on providing a strong academic program next year while simultaneously providing a well-rounded education that focuses on the whole child. With 61% of our students at or above benchmark in Reading and 58% in Math as of March 2023, we know actions and expenditures in line with a focus on academic performance is important but the data from surveys also shows the social emotional needs of students must come first and providing a well-rounded education is paramount. The need to involve our students in leadership roles that empower them and provide students with experiences and opportunities that enable them to grow, practice the habits, find their voice, and their strengths (like sports, field trips, performances, art, school events, etc.) also came from the survey data. Most of our students do not have opportunities outside of school to explore and try new things so we will intentionally give our students access to extracurriculars. We will continue to offer mental health services and social and emotional support through counseling to ensure we are monitoring and supporting students' mental health and social-emotional well-being.The actions we implemented this year to reach our goal of providing a positive, safe, and stable learning environment in which students’ academic, social and emotional needs are being met by high quality staff with an emphasis on leadership, character education, community service, and 21st century skills continue to strengthen our culture since we have been back on campus. By resuming intermural sports and student leadership roles, more students are engaging outside the classroom. Field trips are back in place in all grade levels. Adding commencing activities and events that students can be involved in and a focus on building relationships at the beginning of the year, we have seen a positive response on our parent surveys. The retraining of our students on campus behavior has been key. We have found alternatives to suspension more effective for changing student behavior. Met 21JUN2023 2023 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. Students report feeling safe at PCA. Met 29JUN2023 2023 36678920000000 Trona Joint Unified 6 Safety: Student, staff, and parent surveys were collected to identify areas of growth and areas of need. Students stated that the program ALICE and the active shooting presentations helped them to be alert and ready for an unexpected situation. In addition, drug awareness information has been provided throughout the school year. ALICE which deals with active shooting training empowered students and staff members. Our entire district has been trained in ALICE (active shooting). School Safety also included adding increased security measures to our existing entry systems, doors, hardware, and video surveillance systems. This is an action included in the LCAP to continue this program. 90% of students mentioned that staff make them feel safe at school. 80% of parents agreed that TJUSD creates a welcoming environment for our students. 85% of parents stated that the staff is available to meet to discuss issues or answer questions. 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. We are continuing to use the PBIS framework and its data system to continue improving the services to our students. Our results continue to show significant results in improving our schools' climate. Met We have contracted with High Desert Training Services to provide more technical skills in the active shooting response protocol. The whole staff was trained and parent training has been scheduled. 29JUN2023 2023 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, and May). 83.6% of our students are reported as low risk in the 2022-23 survey conducted in May. Our desired outcome continues to be 95% low risk. VESD students in grades 2-6 also take an annual survey. Results on the question, ""I feel safe at school"" reflect that 81.97% of students agreed with this statement. Other questions that also reflect school climate were tabulated. 93.7% of students believe that their teacher cares about how well they are doing in school, while 98.36% of students responded yes to, “The adults at my school expect me to learn, make the best choices, follow rules, and do my best.” 76.72% of students responded yes to, “At my school students help each other.” 2. Student teacher relationships seem to be somewhat strong, while there are opportunities for improvement in students’ relationships with their peers. 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 of strategies for self-regulation and conflict resolution." Met 28JUN2023 2023 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, and May). 83.6% of our students are reported as low risk in the 2022-23 survey conducted in May. Our desired outcome continues to be 95% low risk. VESD students in grades 2-6 also take an annual survey. Results on the question, ""I feel safe at school"" reflect that 81.97% of students agreed with this statement. Other questions that also reflect school climate were tabulated. 93.7% of students believe that their teacher cares about how well they are doing in school, while 98.36% of students responded yes to, “The adults at my school expect me to learn, make the best choices, follow rules, and do my best.” 76.72% of students responded yes to, “At my school students help each other.” 2. Student teacher relationships seem to be somewhat strong, while there are opportunities for improvement in students’ relationships with their peers. 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 of strategies for self-regulation and conflict resolution." Met 28JUN2023 2023 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, and May). 83.6% of our students are reported as low risk in the 2022-23 survey conducted in May. Our desired outcome continues to be 95% low risk. VESD students in grades 2-6 also take an annual survey. Results on the question, ""I feel safe at school"" reflect that 81.97% of students agreed with this statement. Other questions that also reflect school climate were tabulated. 93.7% of students believe that their teacher cares about how well they are doing in school, while 98.36% of students responded yes to, “The adults at my school expect me to learn, make the best choices, follow rules, and do my best.” 76.72% of students responded yes to, “At my school students help each other.” 2. Student teacher relationships seem to be somewhat strong, while there are opportunities for improvement in students’ relationships with their peers. 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 of strategies for self-regulation and conflict resolution." Met 28JUN2023 2023 36679340000000 Victor Valley Union High 6 VVUHSD uses Panorama Education’s CORE Climate Survey to gather feedback from students, staff, and families. In Spring 2023, 7600 students out of 11,000 students enrolled responded to the climate survey. The topic of Valuing ELA and Math revealed a decrease 2 % favorable to 72%. Climate of Support for Academic Learning, had a 71% favorable response (Strongly Agree/Agree), down from 73% 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 62% favorable response, a decrease from 69% 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. Sense of Belonging, measuring school connectedness, had a 49% favorable response, down from 52%. Teacher-Student Relationships, showed a 43% favorable response, remaining consistent from the previous year. Analysis of the results of the Panorama Survey show that they are fluctuating between administrations of the surveys, even in the same school year from a fall, to winter to spring survey. The participation has increased which provides the district with more accurate data. There are areas of strength including Valuing ELA and Math, and a climate of Support for Academic Learning. This reflects the renewed focus on Multi-Tiered Systems of Support. The district's 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. 3. The slight decline in students feeling safe on campus continues as noted above. This is a continuing area of focus. In an effort to increase visibility and supervision, the district has hired additional campus security officers for each school site. The district trained students and staff on active response to intruders on campus. Further, the district continues to provide support for school safety as evidenced by LCAP district goals. The 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 parental involvement. Met 27JUN2023 2023 36679343630670 Options for Youth-Victor Valley Charter 6 The Comprehensive School Climate Inventory (CSCI) administered by the National School Climate Center which OFY Victorville took part in this year, encompasses twelve different dimensions that measure a variety of topics including: support for learning, school connectedness, sense of social emotional security, social support, social media, and social inclusion. Most recently, this survey was administered to students from targeted grade levels (7th, 8th, and 10th), staff, and parents in the Spring of 2023. On average, across all educational partner groups, social emotional security and social media were rated the lowest of the dimensions. On a 5-point scale, the average of all student responses for all dimensions was 3.93, for staff 4.23, and for parents 3.98. Student responses indicated 5 dimensions where the average was below 4; when reviewing the 3-year median data these same 5 dimensions were also averaged below 4. These categories included sense of social emotional security, social support, social and civic learning, social media, and social inclusion. For staff the social media dimension was the only one that scored below a 4; 3-year median data indicates that social media and social emotional security averaged scores below 4. For parents’ data from 2023 surveys indicated that scores for the dimensions of social emotional security, social support for students, social and civic learning, and social media fell below a score of 4. The 3-year median data indicated that only the dimensions of social emotional security and social media fell below a 4. The most drastic changes in the data from 2019 to 2023 came from the parents. Parent’s sense of social emotional security dropped from 4.17 (2019) to 3.73 (2023). In addition, sense of physical safety dropped from 4.5 (2019) to 4 (2023). Overall, parents are showing an average trend downward for all of the dimensions combined. There are several reasons why scores could have fallen. We suspect that the scores have fallen due to the COVID-19 pandemic and due to the increased news reports of school shootings across the country. We are working hard to increase school safety both emotionally and physically. To address physical security, these measures include practicing safety drills, including a school safety plan, sign-in for guests at the front desks, and locks and codes for entrance doors. To address emotional safety, we offer pathways trips for students, social emotional learning, sports, and after school activities to help students feel comfortable and safe. In addition to this, students have access to small classroom settings, counselors, and school psychologists that enhance this safety. Student survey results indicate: 87% of students feel that teachers go out of their way to create safe and comfortable learning environments for them, and 80% of students inform their parents that they feel safe at their school. These efforts are reflected in goal 4 action item #2 social emotional learning. Met 30JUN2023 2023 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. This survey was most recently administered during the 2021-2022 school year. 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. In response to these survey results, YCJUSD has invested in improving school safety, increasing access to social-emotional supports for students, and increasing opportunities for student leadership among traditionally underrepresented student groups. Met 20JUN2023 2023 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 support 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, and 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. More than 90% of middle school students feel that school is safe and 92% state it is friendly. 87% of middle school students feel cared for at school. Suspension rates at the schools are extremely low with only 5 total students suspended during the 2022-2023 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. 22JUN2023 2023 36679590124032 Competitive Edge Charter Academy (CECA) 6 CECA administered the California Healthy Kids Survey (CHKS) to students in grades 5 and 7 during the 2021-2022 school year. 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 TK-8, as well as adult professional development in the area of SEL was integral to continue growth in this area. During the 22-23 school year, the CALHOPE grant was granted to CECA. Training and implementation of the components focus don overall social emotional wellbeing. Met 20JUN2023 2023 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. Met 22JUN2023 2023 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 89% of the students felt that there was a teacher or an adult that really cared about them and 93% felt that there was an adult that encouraged them and let them know when they did a good job. 80% of students were happy at their current school while 75% would recommend their school to other students. When it came to school safety, 84% of the students felt safe at their school. Of the high school students, 86% of the students surveyed felt there was a teacher or adult who believed they would be a success. 76% of the students felt that they were a part of the school (connectedness) and 80% felt safe at school. During the 21-22 school year, SVUSD’s suspension rate was 2.9%. This was up slightly from the previous year’s 2.1% Our chronic absenteeism for 21-22 was 22.1% which is higher than previous years. Reducing that percentage will be a priority for the upcoming school year. Based on the data SVUSD has a few challenges still ahead of us. We are now two years removed from the COVID-19 Pandemic and still seeing its effects. Students and staff are still suffering from the effects of the COVID pandemic. 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. Continuing to provide additional counseling services, and seeking out additional resources, will still be a top priority. Providing a school learning environment that is safe and healthy will continue to be a top priority for SVUSD. Met 20JUN2023 2023 36739570000000 Snowline Joint Unified 6 "According to the 2023 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–89.0%, staff–90.0%, students–75.0%). A high percentage also feel that students from different cultural backgrounds can become friends (parents–83.0%, staff–84.0%, students–76.0%). There is a significant disparity among respondents believing that all students are treated fairly (parents–60.0%, staff–76.0%, students–36.0%). The same goes for the belief that students respect the teachers and staff (parents–72.0%, staff–65.0%, students–34.0%). 71.0% of staff, 63.0% of parents, and 39.0% of students say that students feel safe at school. Less than half of the students (36.0%) believe that students get along with each other and respect their differences, while 64.0% of staff and 53.0% of parents feel the same way. Only 28.0% of parents, 34.0% of staff, and 25.0% 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–67.0%, staff–77.0%, and students–41.0% responded in the affirmative. The data above validates a continued focus for the 2023-24 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 continue to 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 27JUN2023 2023 36750440000000 Hesperia Unified 6 During the 2022-2023 school year, the district administered the Youth Truth Survey across grade levels 4th-12th. Survey results indicated that some of the strengths across our district were in the areas below. Elementary: Instructional Methods - The degree to which the teacher uses techniques that probe for understanding and provide effective support for students. Relationships - The degree to which the teacher supports students' academic success through positive interpersonal interactions. Secondary: College and Career Readiness - The degree to which students feel equipped to pursue college and careers. Academic Challenge - The degree to which students feel they are challenged by coursework and teachers. Some of the areas for growth included the areas below. Engagement - The degree to which students perceive themselves as engaged with their school and their education. Belonging and Peer Collaboration- The degree to which students feel a sense of belonging during school. Based on the identified areas for growth, school sites will use this information to reflect on their current practices and include specific actions that can support the growth in these areas on their School Plan for Student Achievement. Met 12JUN2023 2023 36750440107516 Summit Leadership Academy-High Desert 6 Not Met 2023 36750440112441 Pathways to College K8 6 Results from the surveys conducted indicate that only a very small percentage of parents participate. It is impossible to derive valid results from such a small percentage (<3%). The school will have surveys ready for parents to complete during parent/teacher conferences so that a majority is able to respond. Time will be set aside during the parent/teacher conference for parents to complete the surveys. Met 20JUN2023 2023 36750440114389 Mirus Secondary 6 1. 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 on the development of Mirus’ LCAP. In order to monitor the success of Mirus’ 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 2022-2023, Mirus exceeded this metric. Over 96.6% of students reported that they felt safe at Mirus and 98.9% 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 2022-2023 Mirus’ suspension rate was 0.3% and expulsion rate was 0.3%. 2. 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. Confidence surveys show an increase after 90 days of enrollment in students’ confidence in their ability and skills to learn and succeed in school and in their receiving of the support from their teacher to succeed in school compared to prior to enrolling. 3. In addition to an Annual LCAP Stakeholder Engagement Survey the LEA will also administer the California Healthy Kids Survey (CHKS) to evaluate students’ perceptions of mental health, social-emotional health and overall school climate and connectedness. Educational partners have provided feedback that children and youth in transition need additional academic, physical, emotional, and mental health needs. To address these needs, a homeless and foster youth liaison will provide case management services to children and youth in transition and other vulnerable student groups. Research indicates that a dedicated homeless and foster youth liaison in schools can contribute to improving educational outcomes, promoting stability, and fostering a supportive and inclusive environment for these vulnerable populations. Met 22JUN2023 2023 36750440116707 Encore Jr./Sr. High School for the Performing and Visual Arts 6 Not Met For Two or More Years 2023 36750440118059 LaVerne Elementary Preparatory Academy 6 Annually, scholars of LEPA are also surveyed in an annual school climate survey. This year, surveys were provided to students in grade 6. According to the results, students at LEPA feel that they are supported, are safe, and are provided with a sound education by staff that cares. The results show that LEPA scholars feel they do well and that their school wants them to be successful. Most scholars indicated there are clear rules for behavior, however, they would like good behavior to be noticed more often. The scholars surveyed feel safe at school and that there is an adult at school who will help them if they need it. There is room for improvement when it comes to providing social-emotional support for the scholars and working with the scholars to learn how to better get along with each other. To help address this issue, the Expect Respect program that has been implemented this year will be strongly emphasized from the beginning of the next school year. The staff and the scholars will continue to be part of the process for generating ideas about how we can better meet their academic and social-emotional needs. Met 14JUN2023 2023 36750510000000 Lucerne Valley Unified 6 We surveyed students asking how they felt about their school. Here are the results:? 90% said they were happy to be at school? 85.5% agreed that they like school? 86.8% agreed that they feel successful at school? 83.2% agreed that the school has high standards for achievement? 86.2% agreed that the school sets clear rules for behavior? 88.3% agreed that the behaviors in my class allows the teachers to teach? 72.6% agreed that students are frequently recognized for good behavior? 90.4% agreed that staff is working to keep the school and myself safe Met 08JUN2023 2023 36750510115089 Sky Mountain Charter 6 In the Spring of 2023, 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 at Sky Mountain, 34.9% 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. This understandably continues to be a low point as Covid restrictions have begun to ease this year, but some activities are still not fully available yet. Met 14JUN2023 2023 36750510136432 Alta Vista Innovation High 6 In the spring of 2023, 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% students 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. During the school year, 100% staff reported that they felt safe, and 100% staff 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 06JUN2023 2023 36750510136960 Elite Academic Academy - Lucerne 6 During the 22-23 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. 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 more clubs and enrichment opportunities including a Student Leadership Club. 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. During the first semester the survey demonstrated that 59% of our middle and high school students were on track with their work, 30% were a little behind but getting support, the remaining 11% needed help. In direct response to the survey results, we developed a virtual study hall for students to receive academic support and connect with their teachers. Our Panorama School Climate Surveys showed that 99% of respondents had a favorable experience, 84% were satisfied with family-school communication and 74% were engaged in school activities. As an independent study school, one of our notable strengths lies in our diverse range of educational offerings. We have a wealth of state-approved curricula at our disposal, guaranteeing that our students can access UC/A-G courses, CTE Pathways, and High School Diploma Tracks. We meticulously document these choices in our Master Agreements for individual students, Assignment Work Records, Individualized Learning Plans, and 4-year plans. Our commitment to improvement is evident in our ongoing expansion of the Course Catalog, which is seamlessly integrated into our Student Information System and reported to CALPADs. Elite Academic Academy takes a personalized approach to education, utilizing a student interest survey to enhance each child's academic journey within our institution. While our dedicated counseling and academic departments ensure comprehensive coverage of core subjects, and initial coverage of VAPA, Physical Education, and EL requirements, we also value our students' input in expressing their unique educational needs. As a result, students often contribute to the creation or addition of courses tailored to their specific interests. There are areas where we continually strive to enhance our offerings. This includes a concerted effort to expand our Career Technical Offerings, broaden EL curriculum offerings from TK-12, and provide additional VAPA and Physical Fitness avenues. Met 14JUN2023 2023 36750510137794 Gorman Learning Center San Bernardino/Santa Clarita 6 According to the 2023 GLC SBSC Satisfaction Survey of middle and high school students, 91.2% agree or strongly agree that staff at Gorman treat all students with respect. 89.5% of students surveyed agree or strongly agree that Gorman teaches students to positively embrace diversity. In addition to this, 93.3% of students surveyed agree that Gorman’s Resource Centers are safe and 90.5% feel that Gorman adequately addresses teasing and/or bullying. The school's Advisory Council continued to collaborate with educational partners to provide valuable insights into the direction and goals of the school. The addition of a Homeless and Foster Youth Liaison has brought support to this population of students and families. Based on the feedback provided by parent members of the Advisory Council/ELAC, the LCAP addresses Parent Involvement as a Focus Goal, Student Achievement, Student Engagement, and other pupil outcomes, Implementation of Standards, School Climate and Course Access and Maintenance Goals. Based on the feedback of educational partners broadly, the school is continuing to address and add options for college- and career readiness together with academic achievement through multiple services and actions. Met 29JUN2023 2023 36750510138107 Southern California Flex Academy 6 Based on the results of the climate surveys, Southern California Flex Academy has learned that our students and families feel a deep connection to our school. Both students and families overwhelmingly report that they feel comfortable communicating with our teachers and staff. Students report they feel supported by their teachers and mental health professionals. They also report that they feel a sense of belonging here at our school. What this reveals about our school is that our student success coaches, intervention team, and mental health professionals are making an enormous impact on the daily lives of our students, both on an academic and a social-emotional level. In response to the results, we will continue to integrate the student success coaching team, our metal health counselor, and the intervention team into the daily lives of our students and families. Met 14JUN2023 2023 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. Our survey responses have stayed consistent year after year. Some key takeaways from the analysis of these surveys are that our educational partners feel that they are active participants in their students' learning plans and have a voice in their students’ educational goals. Families and staff both shared that students have access to high quality education. Staff continue to feel that they feel safe and their opinions are valued and sought after. Meaning: The data analysis of our educational partner surveys revealed that our students, families, and staff are happy and thriving at our school. We recognize a strength in providing many virtual and in-person opportunities that meet the diverse needs of our student population, both academic and social emotional. We identify a growth area as targeting our offerings to our students and streamlining communication to increase attendance in these areas. We reflect on the challenges and barriers we see that our student population is geographically diverse and it can be difficult to plan in-person events and field trips. However, we are working diligently to increase efforts in making our virtual and in-person opportunities equitable and accessible to all GMCS students. Use: In an effort to meet the needs of our educational partners as outlined through the data analysis of our surveys, GMCS strives to offer additional in-person activities to ensure accessibility and that students are connected and thriving. In addition, providing tiered opportunities for students to have virtual options to fill academic gaps and increased tutoring support. We are also creating a multimedia platform that will allow a more streamlined mode of communication of our programs to all educational partners. It is our hope that through this virtual platform, we will be able to more effectively share the program offerings at GMCS to increase participation in all programs. Met 08JUN2023 2023 36750690000000 Upland Unified 6 At the conclusion of the 2022-2023 school year, Upland Unified School District administered a 22-question school climate survey to students in grades 3-12 at all 14 schools. Students responded to 28 questions that aligned with 5 dimensions: Safety, College and Career Empowered, Engaged, Academically Prepared and Equipped, and Connected. The results were shared with district and site level staff to determine needs and plan the next steps for the 2023-24 school year. The percentage of favorable responses for each dimension are as follows: Safety: 66% College and Career Empowered: 71% Engaged: 74% Academically Prepared and Equipped: 81% Connected: 83% Additionally, the survey results suggest that most students (86%) feel that teachers have high expectations of them and more than three-fourths feel that they are treated with respect. 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 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. 21JUN2023 2023 36750770000000 Apple Valley Unified 6 "Apple Valley Unified School District utilizes the Youth Truth Survey annually to gather climate information from students, parents, and staff from all school sites. We administer this survey each fall in November and therefore, we have comparative data from year to year and across other schools in the state of California. The data shared each year comes in the broad categories of Engagement, Relationships, Culture, and Belonging. There are different questions in each category based on the population's age and role in the education system. The scores are reported on a five-point scale with the higher score correlating to a more positive response. In addition, the reporting tool allows us to determine the percentage of responses that are 4 or 5 on that scale and therefore garner an overall ""percent positive"" score for items and categories. The general reports show overall declines in the sense of belonging and perception of school culture for students since returning from the COVID-19 closures. This has been a difficult data point to understand. The general response trend from parents and staff has been positive. We have reported the findings in general to our district advisory committee and in full detail to each group. School site teams are given the full responses (anonymously) for each group. Also, our student advisory groups are given the scores from the students attending their school contrasted with students across the state. In the Analysis of that data from November of 2022 (most recent survey) we found that students were still feeling a lack of engagement in school even as parents perceived an improvement. The trend in the area of relationships was down in the Elementary group (although still high) and roughly static for other grade segments of students. This is despite a similar perceived improvement from parents and staff. The category of culture showed little change from the year before but is still an area of needed focus when we compare across the state to similar schools. Notable outliers include all data related to our alternative school site and our K-8 Magnet campus. Students in those locations report much higher levels of belonging, safety, and connection. In order to better understand the student responses, the district administration convened a series of advisory council meetings designed to hear students speak directly about the issues that they face at the school site level. Students were given training to read the data provided, time for reflection, and opportunities to build plans for improvement. This data resulted in many changes to school site protocols, increases in the availability of school counselors in the LCAP, and a focus on student wellness." Met N/A 08JUN2023 2023 36750773631207 Academy for Academic Excellence 6 AAE annually conducts its climate survey to AAE students in grades 4, 8, and 12 and all AAE families. Areas students viewed as positive were: -Students feel the school has clear rules and consequences for behavior. -Students feel they do their best when asked and are supportive of one another. -Students feel safe at school. -Students agreed that their teachers are encouraging, engaging, and supportive in learning. -Students indicated that there are ample opportunities to get involved in activities outside of school. -Students have a say in what happens at their school. Areas students viewed that could use improvement were: -The cleanliness of the school. -Bullying is still an issue. In response to these two issues, additional custodial staff were hired to help maintain the cleanliness of the school. There is a definite improvement schoolwide. Staff assisting with snack and food areas have also worked with students to appropriately dispose of waste, reducing litter. There has been an increase in hours for the school's Character Safety Officers to monitor students before and after school hours. Increased cameras throughout campus with consistent monitoring are helping to improve bullying. AAE has also implemented an Alternative Learning Center to provide students with counseling and problem-solving skills. Families highlighted the following areas of strength: -Overall communication is enough. -Children understand what is being taught in school. -Feel their child is prepared for the next academic year. -Students have a great sense of belonging. -Feel their child is safe at school and enjoys school. Areas families feel could improve are: -Continued safety measures on campus. -Having a respectful school environment for learning. -Be sure that parent concerns are being addressed. AAE has implemented two changes to help support these concerns. The school has further closed its campus with perimeter fencing and gates. Increased supervision and cameras have also been implemented for safety. Continued staff development on relationship building has been implemented annually and is helping to create a more respectful environment. Met 12JUN2023 2023 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' feeling that adults have expectations of them. They seem to need more assistance in the area of connectivity to both their school and to one another. The areas for growth appear to continue to be the feelings of safety. This is a challenge that will need to be further investigated and our system of support will work to delve into the specifics. Connectedness 73% of students feel adults have High Expectation 62% of students feel they that there are caring adults in school 57% School Connectedness 70% of students feel that teachers treat students fairly School Safety •68% of students feel safe at school This data is from our 2022-23 California Healthy Kids Survey (CHKS) SDCOE Met 14JUN2023 2023 37103710108548 Iftin Charter 6 Iftin Charter School has administered student surveys and informal conversations with student leadership and parents have questions on their survey relating to school climate. 2023-24 year a student survey, The California Healthy Kids Survey will be given in grades 4-8 to help better understand the climate of the school and will result in areas that will be targeted for response. In addition, the staff survey will be enhanced to generate data on school safety, school connectedness and student/staff /family relationships. This data will be used as baseline information so that growth can be measured moving forward through the LCAP. Some key take-aways from both formal and informal conversations with staff, students and parents, that are in alignment with LCAP goals and data reporting, are as follows: 1)Professional development/parent education continues to be an area of need; 2) More focus in the area of parent outreach and support for all student populations; 3) baseline data from the California Healthy Kids Survey or a similar survey will be established next year, the students report that student feelings of connectedness is high, in part due to the nature of the school program, however they would like to have more of a voice in the selecting/development of activities and enrichment classes, so more strategies and emphasis will be put into developing program components to help students feel more connected to the school and their peers, and have a voice in the activities and events. Final key ideas coming out of the discussions showed a need for full implementation of no tolerance policies for bullying and harassment at all grade levels, and an increase in support services to ensure safety and appropriate levels of support for students and staff. New surveys will be given to students prior to October 30, 2023 and parent and community surveys will come out around March of 2024 with additional strategies implemented to increase parent participation. Not Met For Two or More Years 28SEP2023 2023 37103710124321 Howard Gardner Community Charter 6 Howard Gardner Community School administered an internal student survey and a total of 90 students participated. Q: The adults at HGCS encourage me to work hard: A: 70% agree/strongly agree Q: My teachers work hard to help me with my schoolwork. A: 84% agree/strongly agree Q: Teachers give students a chance to participate in activities and discussions. A: 74% agree/strongly agree Q: The school is a supportive and inviting place to learn. A. 70% agree/strongly agree Q: Teachers give helpful feedback on my work. A. 70% agree/strongly agree Q: Adults at this school, treat all students with respect. A. 38.2% agree/strongly agree Q. All students are treated fairly when they break the rules. A. 54% agree/strongly agree Q: The school encourages students to understand how others think and feel. A. 60% agree/strongly agree Q: Students are taught how to control their own behavior. A. 64% agree/strongly agree Q: Teachers make it clear that bullying is not allowed. A. 74% agree/strongly agree Met 15JUN2023 2023 37103710134577 Audeo Charter II 6 1. Audeo II administers an Annual LCAP Stakeholder Engagement Survey to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. Over the last five years, survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted on 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 2022-2023, Audeo II exceeded this metric. 100% of students reported that they felt safe at Audeo II and 100% 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 2022-2023 Audeo II’s suspension rate was 0.0% and expulsion rate was 0.0%. 2. 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. Confidence surveys show an increase after 90 days of enrollment in students’ confidence in their ability and skills to learn and succeed in school and in their receiving of the support from their teacher to succeed in school compared to prior to enrolling. 3. In addition to an Annual LCAP Stakeholder Engagement Survey the LEA will also administer the California Healthy Kids Survey (CHKS) to evaluate students’ perceptions of mental health, social-emotional health and overall school climate and connectedness. Educational partners have provided feedback that children and youth in transition need additional academic, physical, emotional, and mental health needs. To address these needs, a homeless and foster youth liaison will provide case management services to children and youth in transition and other vulnerable student groups. Research indicates that a dedicated homeless and foster youth liaison in schools can contribute to improving educational outcomes, promoting stability, and fostering a supportive and inclusive environment for these vulnerable populations. Met 22JUN2023 2023 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, 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. 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." Met 13JUN2023 2023 37103710137695 Community Montessori 6 Community Montessori School annually measures the school climate of students and their perception on programs, events, and activities. Results from the student survey are compiled and shared with all partners including the local governing board at a regularly scheduled meeting. Results are also discussed with the Advisory Council. Student survey results reflected overall high satisfaction with Community Montessori, in particular school safety, sense of belonging and curriculum. Staff surveys have helped shape future staff meetings. Based on feedback, professional workshops are offered at every staff meeting based staff needs. Surveys of our Multi Lingual families led to improvements in our application and onboarding process. Director Feedback surveys allowed all school leadership to be better informed of their performance. LCAP surveys are used to inform our progress on our goals and will be used to set goals for the upcoming 3 year cycle. Met Community Montessori has worked hard to make surveys more accessible and frequent. Use of QR codes, MS Teams and email to share surveys has led to an increase in responses. The rate is still not where we would like it to be so this will be an area of focus for us. 28JUN2023 2023 37103710137752 Dimensions Collaborative 6 Dimensions Collaborative School annually measures the school climate of students and their perception on programs, events, and activities. Results from the student survey are compiled and shared with all stakeholders including the local governing board at a regularly scheduled meeting. Communication has consistently been raised as an area for growth, thus the school has implemented the use of Parent Square to establish direct communication with parents, instead of expecting staff to forward information along in a timely manner. Communications in Parent Square can be translated into a multitude of languages. Translation services have also been utilized. Additionally, the school has opened up a parent portal on Parent Sqauare to give parents access to school documents (handbooks, logs, sample curriculum, etc.). A parent portal to the Aeries Student Information System has been created to allow parents to have online real time access to State CAASPP Score Reports, report cards, and more. Met 28JUN2023 2023 37103710138016 Pacific Springs Charter 6 "In 2022-23, as part of the 2023 LCAP Educational Partner Survey, all students were asked to complete 24 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 students like, with helpful teachers and interesting activities, within a safe and connected environment where students follow the rules and are treated fairly. All students were encouraged to participate. On average, students responded positively to 59%, neutrally/I don't know to 26%, and negatively to 15% 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,” (82% of students responded ""yes"" and “I think my teachers work hard to help me with my schoolwork"" (81% of students responded ""yes""). The two statements with the highest negative ratings were: “I think this school has helped me learn about colleges” (37% of students responded ""no""), and “I have seen problems between people who look different,” (39% of students responded ""yes"" 35% responded “no” and 27% responded “neutral/I don’t know; 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 2023. The school plans to include a segment of the CHKS again in the 2023-24 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 Mental Health Services by partnering with Care Solace to provide students, staff, and families a connection to verified mental health providers 24 hours a day, 7 days a week, in 200+ languages. We are proud to note that teachers and educational specialists have been recognized by students as their top choices in the survey for two years in a row. Conscientious support has a lasting positive effect on students both inside and outside of a classroom setting." Met 08JUN2023 2023 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 Gallup Student Poll, which was given to students in grades 5-12 in October 2022. Overall the rating in engagement, which covers engagement in the school community including feeling safe at school, was 3.90 out of 5.0. Overall the rating in Belonging, which covers feeling accepted and included as part of the school was 3.81 out of 5.0. Met 23MAY2023 2023 37103710138594 Dual Language Immersion North County 6 DLINC students participate in a Student Satisfaction Survey every October and April. The administration uses the data gleaned from the survey to adjust various program components as needed. In April of 2023, the only resounding and and unanimous finding was that school lunches were lacking. All other responses were mixed. The school worked with it's breakfast and lunch vendor to optimize the menus, offering a greater variety of entrees and increasing the frequency of well-liked items. Parents indicated a desire for a better play structure and shade for the play area, and both were installed. Students and parents both requested water bottle filling stations, and two were installed. Met At DLINC, the school counselor taught a socioemotional learning curriculum to every class in grades K-8, once per week last year. This made a difference in student interactions and helped students to mediate conflicts which improved the overall school climate. 19JUN2023 2023 37103710138792 JCS - Manzanita 6 In Fall 2022 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. 77 students completed the survey (59% of students in grades 4-12). Based on the responses students fell into three categories: • Tier 1 General Proactive Prevention (school wide support): 41.6% • Tier 2 Targeted Proactive Prevention (targeted school wide support in areas of need): 39% • Tier 3 Targeted Intervention (small group or individual): 19.5% The top 5 overall strengths for our students were empathy, school bonding, emotion control, action orientation, relationships with peers. The top 5 overall areas of need for our students were academic motivation, assertiveness, perseverance, critical thinking and learning interest. Given the current climate and the residual effects of the pandemic, we were happy to see students feeling connected to peers and the school as well as having a sense of emotional control. Areas of greatest need indicate that our students continue to have lack of motivation and are not interested in the curriculum. We gave the HSA two times in 22-23, but no action was taken in between to utilize the data for meaningful interventions with students. For 23-24 we will only give the HSA once, but we'll continue to work on a plan for using HSA data for interventions in all tiers that are aligned with our SEL curriculum. Additional training may be needed for staff to know how to connect these pieces and act on them. Met 09JUN2023 2023 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 that lens. 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 and character counts. Met 22JUN2023 2023 37679670000000 Alpine Union Elementary 6 In 2022-2023, the district administered a PBIS survey to all 3rd-8th graders, all AUSD staff, and all AUSD parents. According to the 2022-2023 PBIS results: 79% of AUSD parents report that they somewhat or strongly agree that their child feels safe at school. 90% of AUSD staff report that they somewhat or strongly agree that they feel safe at school. 62% of AUSD middle school students report that they somewhat or strongly agree that they feel safe at school. 75% of AUSD elementary school students report that they often or always feel safe at school. 69% of AUSD middle school students report that they somewhat or strongly agree that they know an adult at a school that they can talk to if they need help. 82% of AUSD elementary school students report that they often or always have an adult at school who will help them if needed. During the 2022-2023 academic year, the District dedicated a significant amount of resources to enhance the safety of our schools, reflecting our commitment to the well-being of our students and staff. While there has been a decline in the percentage of students reporting feeling safe at school, it is noteworthy that this decrease could be attributed to the national surge in school violence incidents. Despite this, we firmly believe that our proactive measures have paved the way for a secure learning environment within AUSD. AUSD has undertaken substantial measures to fortify our facilities and premises, both indoors and outdoors, in order to ensure the safety of our students. Collaborative efforts with the Alpine Sheriff's office have resulted in the development of comprehensive safety protocols that are both meticulous and forward-thinking. The practical application of safety protocols has been diligently reinforced through active shooter drills, orchestrated in partnership with the Alpine Sheriff's Department. These drills have not only allowed students and staff to practice prescribed protocols but have also imparted them with vital knowledge regarding appropriate actions during potential intruder scenarios. The feedback garnered from our parent survey is highly indicative of the positive impact these measures have had. 62% of parents acknowledged improving campus security as one of the top two enhancements within the district. 77% of parents attested that their child's school is perceived as a secure and nurturing environment for learning. Furthermore, a significant 91% of parents expressed satisfaction with the maintenance standards of school campuses and classrooms. Staff sentiments mirror these positive responses, with 73% of them identifying enhanced campus security as a pivotal improvement. 84% of staff felt their work locations were securely safeguarded places conducive to learning, while 78% noted that their school campuses and classrooms were well-maintained. This comprehensive approach to school safety, backed by the opinions and experiences of both parents and staff, validates the effectiveness of our Met 21JUN2023 2023 37679830000000 Borrego Springs Unified 6 All students grade 3 - 12 participate in school climate surveys. The district rotates each year between the California Healthy Kids Survey and its own local surveys to assess climate. Notable results from the survey include students feeling prepared for college or career, desiring more field trips and of course, wanting better food in the cafeteria. Actions taken as a result of the surveys can be found in the district's LCAP. Not Met 13SEP2023 2023 37679830134890 San Diego Workforce Innovation High 6 In the spring of 2023, 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% students 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. During the school year, 99% staff reported that they felt safe, and 100% staff 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 06JUN2023 2023 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 2022-2023 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 2022-2023 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 22-23 data, an area of celebration is in the Engagement domain. The majority (87%) 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, 60% of students agree/strongly agree with the statement “I feel safe at school”, and 64% of students agree/strongly agree with the statement, “The adults at my school care about me.” Based on the 22-23 data, we see a need for more inquiry and possible improvement around the Belonging domain. We found that only 55% 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 22-23 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. 58% 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 in 7th grade but showed no significant variance for 5th grade. For 7th grade, students identified in the Black or African American 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 60% for 7th grade students and 80% 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. School sites continue to implement curriculum and interventions that help students learn the skills necessary to navigate expected social and behavioral challenges, in conjunction with the World of Work curriculum, to support all students in feeling safe and connected to our schools. Met 13JUN2023 2023 37679910108563 EJE Elementary Academy Charter 6 EJE Elementary Academy administered the Panorama SEL surveys to students in grades 3-5. Results will be analyzed and presented to our educational partners: Summary of results: 243 respondents • 47% Emotion Regulation: How well students regulate their emotions • 60% Growth Mindset: Student perceptions of whether they have the potential to change those factors that are central to their performance level. • 65% Self-Management: How well students manage their emotions, thoughts, and behaviors in different situations: • 63% Social Awareness: How well students consider the perspectives of others and empathize with them. • 87% Supportive Relationships: How supported students feel through their relationships with friends, family, and adults at school Summary of results: 247 respondents • 61% School belonging: How much students feel that are valued members of the school community. • 51% School Climate: perceptions of the overall social and learning climate of the school • 49% School Engagement: How attentive and invested students are in school. • 44% School Safety: • 75% School Teacher-Student Relationships: How strong the social connection is between teachers and students within and beyond the school. Met 20JUN2023 2023 37679910119255 EJE Middle Academy 6 EJE Middle Academy administered the Panorama SEL surveys to students in grades 3-5. Results will be analyzed and presented to our educational partners: Summary of results: 146 respondents • 40% Emotion Regulation: How well students regulate their emotions • 48% Growth Mindset: Student perceptions of whether they have the potential to change those factors that are central to their performance level. • 58% Self-Management: How well students manage their emotions, thoughts, and behaviors in different situations: • 50% Social Awareness: How well students consider the perspectives of others and empathize with them. • 81% Supportive Relationships: How supported students feel through their relationships with friends, family, and adults at school. Summary of results: 203 respondents • 32% School Belonging: How much students feel that are valued members of the school community. • 33% School Climate: perceptions of the overall social and learning climate of the school • 22% School Engagement: How attentive and invested students are in school. • 52% School Safety: • 42% School Teacher-Student Relationships: How strong the social connection is between teachers and students within and beyond the school. Met 20JUN2023 2023 37679910139394 Kidinnu Academy 6 In our annual survey, 93.4% 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 20JUN2023 2023 37679910140558 Bostonia Global 6 To ensure daily support, across all K-12 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 2022/23 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, 72% of students agree/strongly agree with the statement “I feel safe at school”, and 64% 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 22-23 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. 65% of 7th grade students feel connected to school while 73% 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. Met In regards to “safety”, on the California Healthy Kids Survey, the overall perception of the school as “safe” was 60% for 7th grade students and 80% for 5th grade students.. 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. 13JUN2023 2023 37680070000000 Cardiff Elementary 6 Cardiff Schools uses the California Healthy Kids Survey with our 5th grade students each year to measure student sense of safety and connectedness in our schools. In the 2021-22 school year, 84% of our fifth grade students indicated that they felt connected to school and 89% indicated that they felt safe at school. In the 2022-23 school year, 91% of our fifth graders indicated they felt connected to their school and 96% indicated they felt safe at school. That is a 7% increase overall in both students feeling connected and students feeling safe. This data leads Cardiff Schools to believe that the Social Emotional Supports we have put in place are supporting students in feeling more connected and safe in school. Cardiff Schools also uses attendance rates to measure the social and emotional growth of all students. In the 2021-22 school year our overall attendance rate was 92.23% and that increased to 93.5% in the 2022-23 school year. Our chronic absenteeism rates went down from 20.57% to 15.13% over the same two school years. Through educational partner feedback, Cardiff Schools recognized the need for additional social emotional learning (SEL) curriculum and counselor support. The SEL committee met and explored several different curriculums and resources such as Second Step and Teaching with Love and Logic. The committee decided to expand upon our own behavior guidelines called The Cardiff Way, Act Responsibly, Be Honest, Care for Others and Show Respect. The committee reviewed the CASEL competencies and attached character traits to each month as an area of focus. They developed lessons that go with the character traits for grade level bands and we elevated the work to school assemblies and include a SEL newsletter in our weekly parent communication with definitions, tools, tips and resources for home. By making the lessons available through shared documents, 100% of students had access to social and emotional learning curriculum as measured by the number of classrooms the counselor delivered lessons in. Our schools will continue to use the California Healthy Kids Survey to measure student connectedness and safety at school. The hours of the SEL counselor will be increased to provide more counseling services at both sites. The bilingual office assistants at each site will work with classroom teachers to identify students who may become chronically absent sooner in order to provide more frequent outreach and specific resources to meet the families needs. Met 13JUN2023 2023 37680230000000 Chula Vista Elementary 6 The Hanover Survey is completed annually by staff, parents, and?students. During the?2022-2023 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?2022-2023: Based on the survey, areas that have improved, but continue to use attention?is addressing student sadness and anxiety. Fewer students in 2023?reported that they felt sad, 28% compared to 30% in 2022, and fewer students in 2023 reported that they felt anxious, 26% compared to 27% in 2022.?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 continue to have a school counselor, full-time school psychologist support, and access to District social workers. 14JUN2023 2023 37680230119594 Leonardo da Vinci Health Sciences Charter 6 Not Met For Two or More Years 2023 37680230138073 Learning Choice Academy - Chula Vista 6 This measure addresses information regarding the school environment based on a 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) that provides 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 that 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 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. Met 21JUN2023 2023 37680236037956 Feaster (Mae L.) Charter 6 "DATA: The 2022 CHKS data shows that 5th and 7th-grade participants gave School Engagements and Supports high marks as “agree” or “strongly agree” regarding school connectedness, caring adult relationships, and high expectations. 87% of our students feel welcomed and supported, 85% feel appreciated by staff and administration, and 73% feel academically challenged. Students also perceived they do not feel safe 65% at the time at school on the survey. This is being addressed through more social-emotional strategies and curriculum support for staff students through our PBIS and Castle Competency programs. We have also increased our Counseling services support for students who need help. MEANING: Strength: The students reported that the schools have high expectations of their students and that teachers want them 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: While students reported they understood their teachers and the school had high expectations for them, 65% of the respondents indicated that the school did not feel safe, and they felt there was no meaningful engagement in the classroom. Regarding participation in school activities, students shared they were pleased with the number and quality of electives, with 87% and 85% approval. When asked why students felt unsafe, they responded that it was either because of their gender, religion, race, or ethnicity, because they are LGBTQ+, African American, or have a physical or mental disability. The data shows this affects about 25% of our overall school population, so there is work to do here. Additionally, half of all students have indicated that it is very easy or easy to attain a vape and vape cartridge. There are about 15% who do vape, but over 50% of all students surveyed have said it is easy to get vapes along with alcohol. For this, we have brought programs to educate our students and families on the dangers of vapes and other drugs. USE: Based on the results, actions that need to be implemented include opportunities for students to learn how to cope with hopelessness and chronic sadness; education around how to stop bullying, intimidation, and a person’s rights to a harassment-free educational setting; and in reverse, the harasser needs to be educated on diversity, inclusion, and tolerance. Additionally, we will need to find ways to include more student voices and choices to increase their agency and role as responsible school community members." Met 31MAY2023 2023 37680236037980 Mueller Charter (Robert L.) 6 Students in 5th, 7th, 9th, and 11th grades participated in the California Healthy Kids Survey (CHKS) for the 2022-23 school year in March, 2023. Results are reported to the local governance,Leadership Councils and Parent Council. Additionally, results are utilized in the development goals for the Comprehensive Safe School’s Plan. The School Counseling Department in conjunction with staff and site leadership utilizes CHKS data to drive guidance curriculum and action steps. Below is a summary of datapoints connected to school connectedness. Caring Adult Relationships 59% High Expectations 76% School Perceived as very safe or safe 64% This data shows moderate-high rates of student connectedness. An area identified as needing attention is in meaningful participation. We recognize the lasting impact of the pandemic on students’ ideas of perceived safety. We provided more engaging extended learning opportunities for students to participate in school and after school activities. We hope this percentage will continue to increase in the upcoming year. Met 11MAY2023 2023 37680236111322 Discovery Charter 6 The Spring 2023 Hannover Sruvey Data revealed that 80% of our students reported feeling included and welcome at school. 89% of our parents have accessed the school website 1 or more times that year, 93% of our parents have participated in 1 or more school activities that year, and 70% of our parents feel they have the opportunity to contribute to making student related decisions. In the Spring 2023 Thought Exchange Survey things that were reported by parents as the school doing well were: -students feeling safe -teachers being caring and dedicated to our students -2 way communication with students and families is better and appreciated In the Spring 2023 student survey 97% of students in 3rd - 8th grades reported that teachers treat them with respect. 82% of students in 3rd - 98th grade report that they are frequently recognized for good behavior. 91% feel they are successful at school. This data reveals that Discovery has improved on its overall communication with our community and educational partners. Our parents and families feel more involved in the school and willing to participate in school events. Our students are feeling more respected and welcome at school than in previous years. However, despite these positive results, input from our parents, staff, and students reveal that we can still grow and improve in the area of providing more school events to bring our community together and more activities for our students to participate in after school. Discovery recognizes that 20% of our students are not reporting that they feel welcome or included on the Hannover Survey. This is definitely an area we continue to focus on and put more resources to. We will continue to track this with our students this year in a fall student survey to compare with a spring student survey. In response to the results Discovery last year started having school spirit assemblies to recognize students in various clubs and sports. This year we started a student council and had an overwhelming number of student candidates interested in running for a position. We have started including parents on campus again at our spirit assemblies, Coffee with Admin meetings, classroom events, such as grandparents day and family cultural celebrations on Fridays, and more PTC schoolwide events. Since last year we have a full time counselor and an instructional aide devoted to improving student behavior and a sense of being welcome and included. Our PBIS committee implemented schoolwide expectations as well as rewards for positive behavior and additional opportunities for students to get recognized, such as monthly student shout outs. We received a silver state recognition for PBIS last year and we are on track to receive the gold recognition this year. Met 16JUN2023 2023 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 4.75 out of 5 stars. Key findings include providing additional academic and social emotional support, enrichment programs, parent workshops, increase volunteer opportunities and connecting families to community resources. As a result of findings, the Chula Learning Community Charter continues employing an additional psychologist and social workers to support student social emotional needs and connecting families to community resources, expanding after school and intersession academic/enrichment programs, and increasing in-person workshops and volunteer opportunities for families. 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 12JUN2023 2023 37680236116859 Arroyo Vista Charter 6 Not Met For Two or More Years 2023 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 2021 and spring 2023 CHKS administrations. 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% Spring 2023 Participation Rate: School Connectedness: Caring Adult Relationships: Feel Safe at School: Grade 5 (VES/SSES): 45%/97% Grade 5: 45%/88% Grade 5: 75%/93% Grade 5: 87%/82% Grade 7: 92% Grade 7: 68% Grade 7: 73% Grade 7: 73% Grade 9: 91%. Grade 9: 68% Grade 9: 63% Grade 9: 79% Grade 11: 84% Grade 11: 67% Grade 11: 68% Grade 11: 77% A comparison of the overall percentages from the 2021 and 2023 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 for the second consecutive school year, all in-person learning. CUSD is researching 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 08JUN2023 2023 37680490000000 Dehesa Elementary 6 Data: Reflection has given staff a better understanding of the need to continue school subcommittees for Safety, Instruction, Social Wellness for both staff and students, and more parent involvement. After reviewing the parent survey, we are need of more parent participation and input from them with regards to the number of survey participants and school behavior. Based on staff survey results, we need to understand why they have concerns about their safety. Possibly discuss in our committees what specific things they are feeling unsafe about. Students feel they are not recognized for good behavior. As we work with our PBIS/MTSS committee we will establish strategies for encouraging positive behavior and rewards. Parents believe that rules are not consistent or enforced at school. With our safety committee and PBIS/MTSS committee we will come up with strategies to help understand the behavior expectations at our school. Meaning: After reviewing other data collected such as, number and type of office referrals, type of dispositions (restorative activities), and number and type of recognitions (awards). Staff have realized that weekly awards is one of our strengths and we should continue to praise students for positive behavior, good academic progress, physically healthy accomplishments, and other types of recognition. Use: With the support and decision making of our PBIS/MTSS committee we have been able to work with our teachers to create positive behavior expectations. Utilizing the school transformation grant STG, we have been able to create behavior expectations, promote a culture of these behaviors, utilize behavior data, and our new social-emotional program, “Second Step”, to make school climate improvements. We have seen a decrease in various unsafe behaviors as well as more positive behaviors and restorative activities at Dehesa. Met 28JUN2023 2023 37680490127118 The Heights Charter 6 The Heights Charter administers a local climate survey every year that provides a valid measure of perceptions of school safety and connectedness. There were no areas of concern identified on the parent survey. Feedback on all questions was 95% or more positive. Effective parent communication continues to be a priority at The Heights. We will continue to send out monthly updates from the teachers which will include letting parents know when their child has done something exceptional. Met 22JUN2023 2023 37680490129221 MethodSchools 6 Method Schools cultivates a supportive environment for its staff. 97% of staff feel extremely satisfied (93%) or somewhat satisfied (4%) with Method Schools as a place to work. Based on parent satisfaction survey, 94% of parents are extremely satisfied (68%) or moderately satisfied (26%) with Method Schools. Further, 90% of students expressed Method teachers teach extremely well (36%), very well (35%) or moderately well (20%). 88% of students and families felt instructors in live instruction and meetings are engaging, and 92% of students and families felt instructors were motivating and supporting. As an area of focus, Method Schools plans to bring more opportunities for live instruction, meetings, extracurricular opportunities like expanding competitive sports, learning tiles, and in-person opportunities Met 15JUN2023 2023 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 and local survey in 2022-23. The survey results demonstrate that most of our students feel high levels of connectedness to our school. Met 30JUN2023 2023 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. Met 28JUN2023 2023 37680490136614 Diego Hills Central Public Charter 6 In the spring of 2023, 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: * 98% of the students reported that they felt safe * 97% students 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. During the school year, 100% staff reported that they felt safe, and 100% staff 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 05JUN2023 2023 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 2023 to grades 3-6. An analysis of the survey's indicators is as follows: (1) Self-Efficacy (Very High Performance) - Most students were very confident they could earn strong grades in class and meet learning goals set by their teachers. Most students were confident they could 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 reported challenges with remaining calm when criticized or bothered by others and may benefit from learning strategies for responding. (4) Social Awareness (Very High Performance) - Students indicate a belief that they listen carefully to the viewpoints of others and that they get along well with students who are different from themselves. 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 feel 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 21JUN2023 2023 37680800000000 Encinitas Union Elementary 6 1. EUSD surveys K-6th grade students every Spring. In Spring 2023, students shared the following feedback: * 87% of student read more for pleasure this year than last year * 87% of students learned at the right pace for them * 82% of students enjoyed coming to school * 86% of students know that someone cares about them at school * 82% of students feel safe at school. * The majority of students prefer paper when reading (books) and drawing and worksheets. * 74% of students believe they matter in their class. * 49% of students believe that their personal interests matter in school 2. Overall, our students were very positive about their teachers, their learning experiences, and their school. Many students shared a love of math, science, and their Farm Lab experience, and many expressed a desire to learn and read more about history, animals, sports, other languages and cultures, and topics that are relevant to them personally. 3. We will continue release days for all teachers to meet with the MTSS TOSA for progress monitoring of students using the DBCI process. * We are maintaining our District Enrichment Teacher positions to have a TRAC (SEL) and Health and Wellness Teacher at each of the 9 school sites. * We are maintaining our monthly district/site professional learning workshops on Friday afternoons. * We will continue to provide professional development for staff in the areas of CGI and MTSS. Met 13JUN2023 2023 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 2022-2023 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 2023 in students feeling connected to school, having caring relationships, and perceived school safety. In post-pandemic 2023, we see a significant decrease in these same domains. Our 2023 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 2023, we see a significant decrease in these same domains. Our 2023 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. Met 22JUN2023 2023 37680980101535 Heritage K-8 Charter 6 Heritage K-8 Charter School (HK8) recently conducted a school climate survey among our 8th-grade students, focusing on aspects related to school safety, connectedness, and academic opportunities. We used portions of the California Healthy Kids Survey (CHKS) to gather their insights. The survey covered three main areas: 1) safety and facility conditions, 2) teacher-student relationships, and 3) academic opportunities. Students were asked to rate their experiences on a five-point scale, with five indicating the most positive responses. Hk8 is pleased to report that the overall rating across all categories averaged at 3.9 out of 5, reflecting a positive sentiment among our students. Notably, in questions related to safety and facility conditions, the school received a score of 3.7 out of 5, marking a .4 point increase. This encouraging trend can be attributed in part to the various safety initiatives implemented across HK8 campuses. Students' feedback regarding their relationships with teachers is particularly heartening. Over 95% of students feel that their teachers genuinely care about them and want them to succeed. Furthermore, nearly 95% of students believe that their teachers notice when they are absent, and more than 95% feel that conduct and discipline standards are well-defined and consistently applied. When it comes to academic offerings, more than 99% of students believe that the school provides the necessary courses for success in high school. Students also rate opportunities for additional learning outside of class at an impressive 4.5 out of 5, reflecting a .3 point increase from the previous year. All students reported having access to the appropriate instructional materials, textbooks, and learning resources. This success wouldn't be possible without the remarkable cooperation among all of the school's educational partners. Together, significant accomplishments are seen despite the complexities and challenges encountered. Continuing to navigate the recovery phase from the pandemic, the school eagerly anticipates further growth and positive developments. Met 07JUN2023 2023 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 Gallup Student Poll, which was given to students in grades 5-12 in October 2022. Overall the rating in engagement, which covers engagement in the school community including feeling safe at school, was 3.90 out of 5.0. Overall the rating in Belonging, which covers feeling accepted and included as part of the school was 3.81 out of 5.0. Met 23MAY2023 2023 37681060000000 Escondido Union High 6 Escondido Union High School District administers the California Healthy Kids Survey (CHKS) every year to 9th and 11th grade students in the fall. The survey captures a valid measure of student perceptions of school safety and connectedness, and the results are reviewed by the Board of Trustees, district leaders, administration, and counseling staff. The following are the percentages of grade 9 students' responses on the CHKS: in School Engagement and Supports: School connectedness In-School Only (56%), Remote Only (47%), Academic motivation (61%), Caring adult relationships (51%), High expectations (65%), Meaningful participation (24%). The following are the percentages of grade 11 students' responses on the CHKS in the same domain(s): School connectedness In-School Only (54%), Remote Only (48%), Academic motivation (61%), Caring adult relationships (57%), High expectations (69%), Meaningful participation (22%). The following are the percentages of grade 9 students reporting in School Safety and Substance Use: School perceived as safe or very safe (60%), Experienced any harassment or bullying (28%), Been in a physical fight (7%), Seen a weapon on campus (8%), been drunk or “high” on drugs on school property, ever (5%). The following are the percentages of grade 11 students reporting in the same domain: School perceived as safe or very safe (57%), Experienced any harassment or bullying (21%), Been in a physical fight (5%), Seen a weapon on campus (9%) been drunk or “high” on drugs on school property, ever (6%). Overall, 2022-23 statistics show little change from the previous year. As was stated in the last report, the numbers from that survey should represent a new base line for data. With little change in the over all numbers, this years statistics appear to support that premise. The last CHKS report stated that: “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.” This work has been done in addition to the creation of Student Wellness Centers. The Wellness Centers provide extra support for students in a variety of ways. The EUHSD has also added a second social worker, as well as social worker interns. Schools are more prepared than ever to respond to student needs. Met 20JUN2023 2023 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 Gallup Student Poll, which was given to students in grades 9-12 in October 2022. Overall the rating in engagement, which covers engagement in the school community including feeling safe at school, was 3.90 out of 5.0. Overall the rating in Belonging, which covers feeling accepted and included as part of the school was 3.81 out of 5.0. Met 23MAY2023 2023 37681060137034 Audeo Charter School III 6 1. Audeo 3 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 on the development of Audeo 3’s LCAP. In order to monitor the success of Audeo 3’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 2022-2023, Audeo 3 exceeded this metric. Over 97.3% of students reported that they felt safe at Audeo 3 and 100% of parents reported that they feel their child is safe at Audeo 3. 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 2022-2023 Audeo 3’s suspension rate was 0.0% and expulsion rate was 0.0%. 2. 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. Confidence surveys show an increase after 90 days of enrollment in students’ confidence in their ability and skills to learn and succeed in school and in their receiving of the support from their teacher to succeed in school compared to prior to enrolling. 3. In addition to an Annual LCAP Stakeholder Engagement Survey the LEA will also administer the California Healthy Kids Survey (CHKS) to evaluate students’ perceptions of mental health, social-emotional health and overall school climate and connectedness. Educational partners have provided feedback that children and youth in transition need additional academic, physical, emotional, and mental health needs. To address these needs, a homeless and foster youth liaison will provide case management services to children and youth in transition and other vulnerable student groups. Research indicates that a dedicated homeless and foster youth liaison in schools can contribute to improving educational outcomes, promoting stability, and fostering a supportive and inclusive environment for these vulnerable populations. Met 22JUN2023 2023 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 4.0 out of 5. In regards to questions pertaining to the safety and condition of facilities, students scored this category 3.81 out of 5. A modest improvement over last year, with bathroom facilities indicated as an area where improvement could be made. 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, students scored the school 4.3 out of 5 in regards to teachers noticing when they are not at school. Up from 4.2 out of 5 last year. 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 continued to hold students accountable for their actions and improved it’s score to 4.3 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 93% 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. Despite additional counseling opportunities, student scoring of the schools efforts, 3.9 out of 5, indicate an area for potential improvement. Regarding the availability of appropriate instructional materials, textbooks, and access to learning, all ECHS students reported this to be the case. Furthermore, as the recovery phase from the pandemic gains momentum, the majority of students indicate robust social and emotional support, with 90% expressing no need for additional initiatives. Met 07JUN2023 2023 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) to measure their perceptions of school climate, safety, and connectedness. All students TK-8 are surveyed to measure their social-emotional competencies and well-being. Comparing our most recent survey to the results from the 21-22 school year, FUESD made growth in the areas of school engagement and school safety. Our 5th graders' scores on caring adult relationships percentages grew from 59% to 61%, and students' perceptions of feeling safe at school grew from 71% to 73% over two years. In 7th grade, students' Caring Adult Relationships percentages increased from 56% to 58%. 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 increased positive perceptions. FUESD prioritized tiered support services by hiring and integrating both full-time school counselors and school social workers on our campuses. Our school counselors’ primary responsibility is to provide classroom lessons teaching SEL skills while making connections and building relationships with students. As a result of the survey review, FUESD will continue to develop school connectedness and safety by addressing the behavioral and mental health needs of students, teaching character development through social-emotional learning, and prioritizing supportive adult relationships. We will continue to provide a comprehensive student support program with tiered engagement strategies as a means to maintain and improve positive school climates. Met 20JUN2023 2023 37681220000000 Fallbrook Union High 6 In 2019-2020 the district pupil suspension rate was 6%. The suspension rate for English learners was 11.5% and the suspension rate for students with disabilities was 9.3%. In 2020-2021 due to distance learning the suspension rate was 0%. The suspension rate for English learners was 0%, and the suspension rate for students with disabilities was 0%. With the return to in person instruction the 2021-2022 the suspension rate for the district was 4.6%. The suspension rate for English learners was 6.2% and the suspension rate for students with disabilities was not viewable on dataquest. The district has seen a decrease in the suspension rate; however, this continues to be an area where the district strives to support students and families due to the fact that the suspension rate for English learners is still higher than the general suspension rate. In 2019-2020 the expulsion rate was 0.33% for Fallbrook High School, and in 2020-2021 the expulsion rate was 0% for the district. In 2021-2022 the expulsion rate was 0.09% for the district. With the return of in-person instruction the explusion rate has remained very low. In regards to the degree of connection that students feel with the school, the baseline for 2018-2019 was 48% of 9th graders and 51% of 11th graders who feel connection with the school campus. In the 2021-2022, 42% of 9th graders felt connection with the school campus. 11th grade responses were not recorded, and in the 2022-2023 California Healthy Kids Survey 49% of 9th graders feel connection with the school campus, and 42% of 11th graders feel connection with the school campus. Overall since 2018-2019 9th grade data has remained consistent with a slight increase of 1 percent and 11th grade school connectedness has decreased by 9%. For more perspective on the feeling of belonging for students on and to their , meaningful opportunities for participation was recorded. Due to the pandemic the baseline for 2020-2021 was not collected by CHKS, but we will utilize 2018-2019 as our baseline for the percentage of students who feel high levels of opportunities for meaningful participation on campus. 23% of 9th graders and 27% of 11th graders felt there were meaningful opportunities for participation in 2020-2021. In 2021-2022 24% of 9th graders indicate that they feel high levels of opportunities for meaningful participation on campus. Ninth grade increased by 1% and 11th grade responses were not collected. In 2022-202, 22% of 9th graders indicate that they feel high levels of opportunities for meaningful participation on campus, and 23% of 11th graders feel high levels of opportunities for meaningful participation. Overall since 2020-2021 there has been a decrease in 9th grade of 1% and a decrease of 5% for students in 11th grade. School connectedness, meaningful opportunities for participation and caring relationships are a base component of success for many students. In regards to caring relationships, the baseline for 2020-2 Met 28JUN2023 2023 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. 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. 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. 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. Met 12JUN2023 2023 37681300139063 The Learning Choice Academy - East County 6 This measure addresses information regarding the school environment based on a 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) that provides 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 that 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 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 Met 21JUN2023 2023 37681303731262 Steele Canyon High 6 Response Rate Grade Level | 2017-2018 | 2019-2020 | 2021-2022 9 | 99% | 92% | 87% 11 | 76% | 86% | 73% Students who feel safe in school (Strongly Agree/Agree A4.5) Grade Level | 2017-2018 | 2019-2020 | 2021-2022 9 | 77% | 74% | 65% 11 | 68% | 71% | 63% School Connectedness (High and Moderate A4.6 for 2015 and 2017) Scale metric change in 2019-20 to Average percent of respondents reporting ‘Agree’ or ‘Strongly Agree’ Grade Level | 2017-2018 | 2019-2020 | 2021-2022 9 | 94% | 68% | 62% 11 | 90% | 64% | 59% Met Steele Canyon High School (SCHS) routinely utilizes data to help our school community meet Local Control Accountability Plan priorities to improve school climate, pupil engagement, parent involvement, and academic achievement. To this end, SCHS administers the California Healthy Kids Survey (CHKS) every other year to its freshmen and junior student population. This along with the California School Parent Survey (CSPS) is administered to their families. The SCHS Certificated and Classified Staff are also asked to participate in the California School Staff Survey (CSSS). These results, as well as an annual student school climate survey, provide valuable information that SCHS uses to revise current policies and practices to ensure that every student, every day is receiving the academic, behavioral, and social-emotional support they need to be successful. The following additional modules are included in the CHKS survey: Closing the Achievement Gap, Resilience and Youth Development, and Social-Emotional Health. 23MAY2023 2023 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. Met 26JUN2023 2023 37681550000000 Jamul-Dulzura Union Elementary 6 For the past three years, JDUSD has given the MRA (Measurable Results Assessment) through the Leader In Me program. The MRA is completed by each school site (students, faculty, staff, families). The key learnings from the surveys over the past three years are that we are making 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 79 in culture during the Spring of 2023 MRA which falls in the satisfactory zone. This is an increase of 4 points from the year before. Our middle school scored a 72 in culture during the Spring 2023 MRA which also falls in the satisfactory zone and is an increase of 2 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 Student Environment and Empowered Learners (both scored 81 - effective) while Staff Leadership and Family & Community Engagement while both up (4 and 3 points respectively) scored 75 (satisfactory) and are areas of growth. Our middle school increased their scores from 3 to 5 points in all areas surrounding academics and students (leadership and supportive environments) . Staff leadership had the biggest decrease in 2023 but still remains in the satisfactory zone with a score of 74. 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 22JUN2023 2023 37681556117303 Greater San Diego Academy 6 GSDA administers a student survey for students in grades 7-12 at least every other year. 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. Due to lack of engagement in the CA Healthy Kids Survey in 2022, an alternate survey method was attempted in 2023. Students in grades TK-8 & 11 were given the opportunity to provide feedback upon finishing end of year assessments. Met 20JUN2023 2023 37681630000000 Julian Union Elementary 6 Our School Climate Survey of students showed a very good connection between our students and their school. Overall results show most students feel safe and identify a positive school climate. One specific area of strength was students were able to identify at least one adult that cared about them. We will continue to include our Social Emotional Learning program that was so successful last year. Met 2022-23 School Climate Survey rates students overall perception of school campus climate including student's sense of safety and connectedness. Ratings are on a scale from 1(negative climate)- 4 (positive climate) Grade 3 - 3.19 Grade 4 - 2.91 Grade 5 - 3.00 Grade 6 - 2.95 Grade 7 - 2.94 Grade 8 - 2.72 15JUN2023 2023 37681630128421 Harbor Springs Charter 6 "In 2022-23, as part of the 2023 LCAP Educational Partner Survey, all students were asked to complete 24 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 students like, with helpful teachers and interesting activities, within a safe and connected environment where students follow the rules and are treated fairly. All students were encouraged to participate. On average, students responded positively to 59%, neutrally/I don't know to 26%, and negatively to 15% 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,” (82% of students responded ""yes"" and “I think my teachers work hard to help me with my schoolwork"" (81% of students responded ""yes""). The two statements with the highest negative ratings were: “I think this school has helped me learn about colleges” (37% of students responded ""no""), and “I have seen problems between people who look different,” (39% of students responded ""yes"" 35% responded “no” and 27% responded “neutral/I don’t know; 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 2023. The school plans to include a segment of the CHKS again in the 2023-24 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 Mental Health Services by partnering with Care Solace to provide students, staff, and families a connection to verified mental health providers 24 hours a day, 7 days a week, in 200+ languages. The school has also established a new partnership with Barstow Community College, increasing access to concurrently earn high school and college credits. We are proud to note that teachers and educational specialists have been recognized by students as their top choices in the survey for two years in a row. Conscientious support has a lasting positive effect on students both inside and outside of a classroom setting." Met 08JUN2023 2023 37681630137109 Diego Valley East Public Charter 6 In the spring of 2023, 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: * 99% of the students reported that they felt safe * 98% students 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. During the school year, 100% staff reported that they felt safe, and 100% staff 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 05JUN2023 2023 37681630138156 JCS - Mountain Oaks 6 In Fall 2022 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. 313 students completed the survey (61% of students in grades 4-12). Based on the responses students fell into three categories: • Tier 1 General Proactive Prevention (schoolwide support): 50.4% • Tier 2 Targeted Proactive Prevention (targeted schoolwide support in areas of need): 32.4% • Tier 3 Targeted Intervention (small group or individual): 17.3% The top 4 overall strengths for our students were emotion control, school bonding, empathy and relationships with peers. The top 4 overall areas of need for our students were optimism, relationships with adults, assertiveness and perseverance. Given the current climate and the residual effects of the pandemic, we were happy to see students feeling connected to peers and the school as well as having a sense of emotional control. Areas of greatest need indicate that our students do not feel connected to adults and do not feel as hopeful for their lives as we would want nor do they feel they can persevere in difficult situations. We gave the HSA two times in 22-23, but no action was taken in between to utilize the data for meaningful interventions with students. For 23-24 we will only give the HSA once, but we'll continue to work on a plan for using HSA data for interventions in all tiers that are aligned with our SEL curriculum. Additional training may be needed for staff to know how to connect these pieces and act on them. Met 09JUN2023 2023 37681630138628 JCS - Cedar Cove 6 In Fall 2022 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. 22 students completed the survey (47% of students in grades 4-12). Based on the responses students fell into three categories: • Tier 1 General Proactive Prevention (schoolwide support): 45.5% • Tier 2 Targeted Proactive Prevention (targeted schoolwide support in areas of need): 27.3% • Tier 3 Targeted Intervention (small group or individual): 27.3% The top 5 overall strengths for our students were relationships with adults, school bonding, empathy, action orientation (physical engagement in activities) and perseverance. The top 5 overall areas of need for our students were perseverance, optimism, learning interest, critical thinking and assertiveness. Given the current climate and the residual effects of the pandemic, we were happy to see students feeling connected to adults and the school as well. Areas of greatest need indicate that our students continue to lack optimism and are not interested in the curriculum. We gave the HSA two times in 22-23, but no action was taken in between to utilize the data for meaningful interventions with students. For 23-24 we will only give the HSA once, but we'll continue to work on a plan for using HSA data for interventions in all tiers that are aligned with our SEL curriculum. Additional training may be needed for staff to know how to connect these pieces and act on them. 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. A strength for JCS-Cedar Cove was our intervention teacher who provided one-on-one and small group meetings to help support students identified as in need of intervention. Met 09JUN2023 2023 37681630139402 Brookfield Engineering Science Technology Academy 6 We learned that our staff communicates high expectations and caring. Students feel they need more choices in their learning and would like more choices in demonstrating learning. The data also reveals wellness and mental health concerns of boredom and sadness. The data reveals that we are a caring and fair place to be enrolled, but students feel invisible. The data has pushed our organization to implement systemic social-emotional learning and active student engagement. Our student schedules have been modified to include one day of SEL every week. Increase parent workshops to empower parents to monitor and support mental health at home. Increase activities and clubs to provide ample opportunities to participate and be seen. Met 13JUN2023 2023 37681633731239 Julian Charter 6 In Fall 2022 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. 103 students completed the survey (61% of students in grades 4-12). Based on the responses students fell into three categories: • Tier 1 General Proactive Prevention (schoolwide support): 37.9% • Tier 2 Targeted Proactive Prevention (targeted schoolwide support in areas of need): 39.8% • Tier 3 Targeted Intervention (small group or individual): 22.3% The top 5 overall strengths for our students were empathy, school bonding, relationships with adults, emotion control and optimism. The top 5 overall areas of need for our students were action orientation, learning interest, academic motivation, reflection and assertiveness. Given the current climate and the residual effects of the pandemic, we were happy to see students feeling connected to the school as well as having a sense of emotional control. Areas of greatest need indicate that our students continue to have lack of motivation and are not interested in the curriculum. We were happy to see that, when compared to last year, optimism has increased in students. For 22-23 we'll continue to give the HSA once in the fall and will work on a plan for using HSA data for interventions in all tiers that are aligned with our SEL curriculum. Additional training may be needed for staff to know how to connect these pieces and act on them. Met 09JUN2023 2023 37681710000000 Julian Union High 6 To improve our service, JUHSD considered the following results from our JHS School Climate surveys: Winter of 2023 Parent/ Community Survey Responses (Mean Scores (0-4 scale) provided for each subcategory: Teaching and Learning- Teachers at my student's school have high standards for achievement----61% agreed or strongly agreed Teachers at my student's school work hard to make sure that students do well---57% agreed or strongly agreed Teachers at my student's school promote academic success for all students---68% agreed or strongly agreed School Safety- My student's school sets clear rules for behavior---54% agreed or strongly agreed Mean Score My student feels safe at school---54% agreed or strongly agreed My student feels safe going to and from school---68% agreed or strongly agreed School rules are consistently enforced at my student's school---57% agreed or strongly agreed School rules and proceduRelationships My student feels successful at school---61% agreed or strongly agreed My student is frequently recognized for good behavior---54% agreed or strongly agreed I feel comfortable talking to teachers at my student's school---75% agreed or strongly agreed Staff at my student's school communicate well with parents---32% agreed or strongly agreed I feel welcome at my student's school---68% agreed or strongly agreed All students are treated fairly at my student's school---54% agreed or strongly agreed Teachers at my student's school treat all students with respect---57% agreed or strongly agreed Institutional Environment My student's school building is well maintained---75% agreed or strongly agreed. My student's textbooks are up to date and in good condition---53% agreed or strongly agreed Teachers at my student's school keep their classrooms clean and organized---72% agreed or strongly agreed Parental Involvement I attend parent/teacher conferences at my student’s school---64% agreed or strongly agreed I am actively involved in activities at my student's school---71% agreed or strongly agreed I frequently volunteer to help on special projects at my student's school---25% agreed or strongly agreed res at my studeStudent Grades 9-12 Survey Responses: I like School---57% agreed or strongly agreed I feel successful at school---73% agreed or strongly agreed I feel my school has high standards for achievement---57% agreed or strongly agreed My school sets clear rules for behavior---82% agreed or strongly agreed Teachers treat me with respect---80% agreed or strongly agreed The behaviors in my class allow the teachers to teach---67% agreed or strongly agreed Students are frequently recognized for good behavior---41% agreed or strongly agreed School is a place at which I feel safe---53% agreed or strongly agreed I know an adult at school that I can talk with if I need help---62% agreed or strongly agreement's school are fair---46% agreed or strongly agreed Interpersonal Met 08JUN2023 2023 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 2022-2023 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 - 73% Sense of Safety - 78% Grade 7 (All students): School Connectedness - 60% Sense of Safety - 61% Overall, students at both grade levels feel less connected than they have been in previous years. Elementary grade students feel safer at school than in years past, and Middle school students’ sense of safety in school has slightly increased compared to the previous school year. It is also apparent that students are feeling less engaged at school. LUSD is responding by examining the root causes of this decline by 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 continue the implementation of the “Kidwatch” protocol to improve student outcomes, as well as continuing to implement research-based social emotional curriculum/strategies at the site level. Met 22JUN2023 2023 37681893731072 River Valley Charter 6 River Valley Charter School administers a perspective survey each year as part of the Local Control Accountability Plan process which, through scaled and narrative responses, parents and students of all grade levels served at RVCS are encouraged to complete as part of the educational partner engagement process. The survey focuses on specific areas including physical campus grounds and classroom atmosphere, as well as students’ and parents’ views on the non-quantifiable aspects of the educational atmosphere of the school. In June, the results of the survey are presented to the River Valley board of directors and administrative team, and play a large role in the school site Improvement plan in both short and long-term aspects of continual Improvement of the school culture. Examples of this in past years can be seen in the creation of improved common outdoor spaces for students to study as well as socialize, and the implementation of structured non-academic activities on campus during the school day as a means of providing opportunities for students to engage in social activities with their peers. RVCS is also in its third year of partnership with two local outreach agencies who provide counseling as well as training for students in recognizing the signs of emotional distress in their peers. All three of these implemented actions have yielded positive and encouraging results in a post pandemic educational climate, where students have had to re-learn aspects of social engagement with both peers and educators. For the 2023/24 school year, River Valley has begun the first steps in implementing two more programs focused on student well-being and personal achievement. The first being a student and family centered series of community engagement activities to be held off campus and in the local community. The second program is multifaceted, and includes opportunities for current students to gain understanding and insight into post-secondary life through a series of discussions with alumni from River Valley working in various fields and career choices. This, in turn, will lead to future implementation of a job shadow program in which high school students will be able to gain a greater understanding of the expectations of workforce/career and post-secondary educational goals through firsthand experiences in various local trades and careers. Based on input from educational partners in recent years, RVCS believes that current and future students will benefit greatly from an understanding and open discussion about what life will be like after graduating high school. The aim of these programs is to ensure that students do not just feel safe on River Valley's campus, but feel safe and confident in their actions and decisions as they venture into their post-secondary lives. Met 21JUN2023 2023 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 26JUN2023 2023 37681970000000 La Mesa-Spring Valley 6 The La Mesa-Spring Valley School District is committed to ensuring positive school climates for students, parents, and staff. To measure school safety and connectedness, we use: 1) the California Healthy Kids Survey, 2) a parent/family annual survey, and 3) CORE Social-Emotional survey. The district’s parent survey was administered in March 2023 to all district families TK through 8. The key findings from the 22-23 Parent Survey indicate overall parent satisfaction was high in all categories (Support for Academic Learning, 89%, Sense of Community, 88%, Sense of Safety,83%). The highest percentages were in the areas of school staff treating parents with respect (94%), school staff being helpful (93%), and my child feels welcome at school (93%). School staff welcoming parents’ suggestions and school discipline being fair were the two statements with the lowest percentages (74% and 75% respectively). We measure our student’s socio-emotional growth through two surveys. The California Healthy Kids Survey (CHKS) is administered in Spring each year for grades 5 and 7. Results are available in late summer. The CORE Social-Emotional survey was administered in the Fall of 2022 and again in the Spring of 2023 to students in grades 4-8. Both surveys are compared to determine growth in each of the four domains assessed (Growth Mindset, Self-Efficacy, Self-Management, Social Awareness). Results from the Spring 2022 CHKS survey indicated the majority of students’ perceptions show a sense of connectedness to the staff at their school. Specifically, 83% of 5th graders and 72% of 7th graders experienced connections with caring adults at school. Males reported higher levels of school connectedness than female students. 91% of 5th grade males reporting connections with caring adults relative to 77% of 5th grade females. 74% of 7th grade males reported connections with caring adults at school compared to 72% of 7th grade female students. Middle school student responses trended lower than elementary students. Results from Spring 2023 are not yet available. Our Spring 2023 CORE SEL survey indicated: 69.7% of students surveyed demonstrate the ability to self manage, 66.54% show indications of a growth mindset, 62.96% believe they have social awareness skills, and 54.99% practice traits of self-efficacy based on their responses. In response, the district continues to actively train staff on Trauma Informed Practices and provide the opportunity for school sites to access behavior training facilitated by our Student Supports team. Our staff receives ongoing Restorative Practices training and some administrators have been trained to lead this work. To build stronger, inclusive communities, social workers will continue implementation of our Second Step (SEL) curriculum and district leadership is learning more about the CASEL standards/framework with the intention to support employees in making connections between academic and SEL instruction. Met 20JUN2023 2023 37681970136408 Sparrow Academy 6 Not Met For Two or More Years 2023 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. Our data from the 2021-2022 CHKS shows the following: • The elementary survey (grade 5 & 6) displays the area of School Connectedness rated at 61.5%. Students responded they “agree” or “strongly agree” to feeling connected to school. • The elementary survey (grade 5 & 6) indicates that Caring Adult Relationships were rated at 58.5% of students responding “pretty much true” or “very true” • The secondary survey (grade 7) shows the area of School Connectedness rated at 60%. These students responded ""pretty much true"" or ""very much true"". • In the secondary survey (grade 7) Caring Adult Relationships were rated at 60% of students responding “pretty much true” or “very true”. • 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, being the second year in a row with full-time in-person learning, our staff had stronger systems in place for building authentic connectedness and community, and building meaningful relationships with students and families. As a district, we required 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. These were all key steps for continuing to grow and expand on areas reviewed in the California Healthy Kids Survey. The 22-23 CHKS survey data is now: • The elementary survey (grades 5 & 6, including remote learners) displays the area of School Connectedness rated at 66.7%, an increase of 5.2%. Students responded they “agree” or “strongly agree” to feeling connected to school. • In the elementary survey (grades 5 & 6), Caring Adult Relationships were rated at 59% of students responding “pretty much true” or “very true”. This is an increase of 0.5%. • The secondary survey (grade 7) shows the area of School Connectedness rated at 47%, a decrease of 13%. These students responded ""pretty much true"" or ""very much true"". • In the secondary survey (grade 7), Caring Adult Relationships were rated at 56% of students responding “pretty much true” or “very true”. This is a decrease of 4%. • Promotion of Parent Involvement in Schooling was rated at 69.5% at the elementary level (a decrease of roughly 7.5%) and 52% at the secondary level (a decrease of 1%) 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 continued to implement systems for building authentic connectedness and community, and meaningful relationships." Met We continued to expand our parent engagement and school climate supports as we welcomed families and visitors back onto our school campuses. These increased community connections were made with school site events such as family workshops, Spring Fling events and Student Showcases. We have continued to expand Restorative Practices across the district through our Restorative Practices site leads providing training, modeling and support to site certificated and classified staff. In addition, we have utilized behavior data systems to fortify best practices with PBIS. These are all key steps for continuing to grow and expand on areas reviewed in the California Healthy Kids Survey. Despite these efforts, the data indicates that there are still areas of need for our secondary students as it pertains to feeling connected at school and feeling that there are adults who care about them. As a district, we will continue to refine our systems and practices to address the needs of our secondary students. 27JUN2023 2023 37682130000000 Mountain Empire Unified 6 A 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. Some of the key actions MEUSD has implemented to support the health, well-being and safety of all students and will continue to monitor is the use of the following: school counselor at every school campus, daily/weekly program for student wellbeing checks, Community Schools Grant funding to support whole child programs and services, and Say Something app to provide anonymous tip lines to share critical information in a timely, safe manner. Met 27JUN2023 2023 37682130123224 San Diego Virtual 6 With some of the results from our stakeholder Survey, a majority of students and stakeholders feel cared for, connected to at least one teacher or staff member, appreciated for their cultural identity, and safe and secure here at SDVS. Additionally, most stakeholders also report that they feel our students feel they are welcomed, are able to get help in their academics, are appreciated for their social emotional needs, and that they are very satisfied with their learning experiences. Next, when asked about our educational and academic support, most stakeholders strongly agreed that the support our students are receiving is effective, has a positive impact, and that they are receiving a quality educational experience. Lastly, when asked about the educational and social emotional learning services SDVS has instituted since the COVID-19 pandemic, over 90% of stakeholders feel that they were supported academically and/or social emotionally. With these results, San Diego Virtual will continue to offer resources to students and families, in reference to Social Emotional learning. Met Lastly, according to feedback on the 2021-2022 LCAP survey for Students and Parents/Guardians, more student clubs were created and at the end of the school year we were able to offer in-person, educational field trips. SDVS believes strongly in teaching the whole student, and we believe that social interaction leads to healthy students. This feedback was heard and addressed in our sixth goal 15JUN2023 2023 37682130127084 Compass Charter Schools of San Diego 6 This year, the school administered the California Healthy Kids Survey through the Panorama platform. Although staff worked diligently to encourage participation, the participation rate was low at 10%. For the next school year, the school plans to adopt Abre as its data analysis application. Abre offers a school climate survey that will be more accessible to scholars and the goal is to increase participation. Results of the Social-Emotional Learning: Student competency and Well Being Measures, Grades 6-12 showed that Compass Scholars scored the highest in the areas of Self-management at 71% and positive feelings at 62%. This shows that our scholars are thriving as independent learners in a safe and nurturing environment at home. The areas of opportunity identified were growth mindset at 47% and self-efficacy at 48%. At Compass, we promote a growth mindset and focus on recognizing scholar achievement, and we recognize that this needs to continue to be a focus area. This year, staff developed a comprehensive rubric to measure scholar achievement and to communicate with scholars and families about their progress on a weekly basis. The school's MTSS process identifies scholars who need support, but attendance at support sessions is low in some areas. For the next school year, the master agreement was updated to set the expectation that scholars identified for support will attend their sessions. Scholars who attended support sessions showed greater academic achievement, so the theory is that our growth mindset and self-efficacy measures will increase as scholars who need support regularly access the provided resources and see their achievement levels increase. The Social-Emotional Learning: Student competency and Well Being Measures, Grades 3-5 showed that Compass Scholars scored the highest in the areas of Positive feelings at 83%, Supportive Relationships at 76%, and Social Awareness at 70%. This shows that our scholars are thriving in their home environment and they feel safe and supported by the adults at the school. The lower scores were in the area of Challenging feelings at 57% and Emotion regulation at 52%. The school's counseling department offers workshops for scholars that focus on SEL content including topics around emotions. We have seen more incidents of scholars in the elementary grades seeking mental heath supports. The counseling department has added supports for younger scholars and we hope to add a counselor at this grade level to specifically support scholars in this area. Not Met 07JUL2023 2023 37682130129668 Motivated Youth Academy 6 Data: Student Input Survey EL 2.8%, Low SES 4.2% White 17%, Hispanic 28%, Filipino 7%,Two or More 23%, American Indian 7% Other 18% 100% overall satisfaction with their child’s school. 97% overall satisfaction with the school in providing student support in attaining academic goals. 96% overall satisfaction with the school in providing input opportunities to participate in the school & their child’s education. 100% agree that the curriculum & learning materials assigned continues to be accessible 100% agree that curriculum & instruction support the ability to master grade-level standards in the core content areas 97 % agree that teachers provide grade-level instructional support 90% agree that the school counselor has been available to work with students & educational partners to monitor progress toward course completion 100% agree that they are reminded by the teacher or school of any upcoming meetings, events, & deadlines, as this allows me to be actively involved in the school 94% agree that they participate in meetings with the teacher to discuss & set education goals 96% agree that their student is engaged in his/her coursework & is able to complete assignments 83% agree that during teacher or counselor meetings, the teacher or counselor inquired about our well-being & if needed provided us with information on accessing community-coordinated services 100% agree that they feel safe & welcome to meet with my the MYA teacher-of-record and/or staff to discuss student progress 99% agree that they feel their input is valued & respected when working with the teacher of record, school staff, & administration 100% agree that online distance learning coursework provides a safe & secure learning environment 96% agree that they are kept adequately informed about school happenings, programs, policies & practices 100% agree that technology devices are provided to access instruction & support learning 93% agree that the school provides support for HS students to be on the correct path to graduate from HS 93% agree that the school provides support to become College & Career ready 92% agree that the school has provided opportunities for HS students to participate in Career Technical Education Courses Meaning: Key learnings from the survey are that 90% or more of our students feel safe & connected at MY Academy. The lowest percentage & only one under 90% indicated that educational parents would like more information from their teacher or counselor on accessing community-coordinated services. Use: Based on the results of the survey, we will continue to maintain student connection & engagement by continuing professional learning, focused on using street data & the lived experiences of students & families. We will hire an additional Student Success Coordinator to provide families with more information & connection to community coordinated services & will also continue developing the counselor's role in students' academic planning, intervention, & support Met 22JUN2023 2023 37682130136978 Elite Academic Academy - Mountain Empire 6 During the 22-23 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. 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 more clubs and enrichment opportunities including a Student Leadership Club. 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. During the first semester the survey demonstrated that 59% of our middle and high school students were on track with their work, 30% were a little behind but getting support, the remaining 11% needed help. In direct response to the survey results, we developed a virtual study hall for students to receive academic support and connect with their teachers. Our Panorama School Climate Surveys showed that 99% of respondents had a favorable experience, 84% were satisfied with family-school communication and 74% were engaged in school activities. As an independent study school, one of our notable strengths lies in our diverse range of educational offerings. We have a wealth of state-approved curricula at our disposal, guaranteeing that our students can access UC/A-G courses, CTE Pathways, and High School Diploma Tracks. We meticulously document these choices in our Master Agreements for individual students, Assignment Work Records, Individualized Learning Plans, and 4-year plans. Our commitment to improvement is evident in our ongoing expansion of the Course Catalog, which is seamlessly integrated into our Student Information System and reported to CALPADs. Elite Academic Academy takes a personalized approach to education, utilizing a student interest survey to enhance each child's academic journey within our institution. While our dedicated counseling and academic departments ensure comprehensive coverage of core subjects, and initial coverage of VAPA, Physical Education, and EL requirements, we also value our students' input in expressing their unique educational needs. As a result, students often contribute to the creation or addition of courses tailored to their specific interests. There are areas where we continually strive to enhance our offerings. This includes a concerted effort to expand our Career Technical Offerings, broaden EL curriculum offerings from TK-12, and provide VAPA and Physical Fitness avenues. Met 14JUN2023 2023 37682130138636 JCS - Pine Valley 6 In Fall 2022 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. 39 students completed the survey (40% of students in grades 4-12). Based on the responses students fell into three categories: • Tier 1 General Proactive Prevention (schoolwide support): 41% • Tier 2 Targeted Proactive Prevention (targeted schoolwide support in areas of need): 28.2% • Tier 3 Targeted Intervention (small group or individual): 30.8% The top 5 overall strengths for our students were school bonding, empathy, action orientation, relationships with peers and perseverance. The top 5 overall areas of need for our students were assertiveness, academic motivation, perseverance, relationships with adults and optimism. Given the current climate and the residual effects of the pandemic, we were happy to see students feeling connected to peers as well as school bonding. Areas of greatest need indicate that our students continue to have lack of motivation and are not interested in the curriculum. We gave the HSA two times in 22-23, but no action was taken in between to utilize the data for meaningful interventions with students. For 22-23 we will only give the HSA once, but we'll continue to work on a plan for using HSA data for interventions in all tiers that are aligned with our SEL curriculum. Additional training may be needed for staff to know how to connect these pieces and act on them. We did have some families opt out of the survey. We hope to have a higher participation rate next year. 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. Met 09JUN2023 2023 37682210000000 National Elementary 6 Each year the National School District administers the California Healthy Kids Survey to fifth grade students to collect data on student perceptions and opinions of school climate. 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 feeling connected at school with positive reponses being between 72% to 75%. 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 and School Safety that are focused on improving the learning and school environment for students, staff and community. Met 28JUN2023 2023 37682210101360 Integrity Charter 6 334 students in Grade K-8 completed an end of year survey and the results are as follows: -97% of students feel that they are provided a good education. -92.8% of students feel that teachers are respectful towards each other. -93.4% of students feel that their school provided them with the necessary materials to meet their learning needs. -95.2% of the students feel that their school prepares them for college and/or future career paths. -69.5% of students look forward to school each day. -88.6% of students feel safe and connected to school. -91% of students feel that their school works with their parents. -96.4% of students say they respect their teachers. -79.1% of students say that their classes are challenging. -86.8% of students say that they are accepted or that they belong at school. -94.6% of students say that they are being taught Common Core Standards. Per survey results, we have a few areas of growth. 30.5% of students do not look forward to coming to school each day and many attribute that response to being tired, stressed, or bored. We know we need to focus on the social emotional needs of our students and offer them engaging lessons in the future. 21% of students also do not feel like school is challenging for them. This is less students than last year, however we may need to increase the rigor for students and make sure that we are meeting kids where they are, while also providing them with challenges and giving them the tools they need to tackle challenging tasks. Met 12JUN2023 2023 37682960000000 Poway Unified 6 "We used the California Healthy Kids Survey - last administered in Fall of 2022 to students in grades 5,7,9 and 11. The Survey results show that 87% of our 5th graders, 67% of grade 7, 72% of grade 9, and 70% of our grade11 students perceive school as a safe place. The survey also shows that 78% of 5th graders feel connected to school, while 63-65% 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 - a 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. We created a new District position in 2021-22 - a Director of Equity and Improvement - to help guide this work. As we reflect on the past three 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 for the past three years to work with both site Equity Teams and district leadership to build capacity and to provide professional learning around equity in schools. The data from the CHKS along with informal data and the district's PASS and Pandora surveys have identified a need to provide more specific strategies for sites to use to create a sense of connection and belonging on campus; therefore, the next step is to provide professional learning for site administrators." Met 15JUN2023 2023 37683040000000 Ramona City Unified 6 In the winter of 2023, 1019 elementary students(ES) (Grades TK-6) and 1508 secondary students(SS) (Grades 7-12) responded to our LCAP Education Partner survey and questions around school climate. 68% of ES and 41% of SS indicated a high level of school connectedness. 62% of ES and 35% of SS indicated a high level of caring adult relationships on their campus. 68% of ES and 46% of SS indicated teachers or other adults at school listen to them when they have something to say. 69% of ES and 39% of SS indicated they felt their school was safe or very safe. Based on this information, elementary students feel more connected to schools and adults on campus than secondary students, with only about 40% of students in middle or high school feeling a sense of safety, connectedness, and having meaningful, positive relationships with adults on campus. When adults on in schools were asked how well the school ensures all students feel cared for, 79.6% said well or very well. We have a disconnect between what our secondary students and our staff are seeing. Middle school students felt unsafe and disconnected to school at higher levels. As a result, we added a Director of MTSS position to help our schools and district focus on Positive Behavior Intervention Supports (PBIS), tiered systems of support for social, emotional, and academic wellness for our students, and to help improve the relational capital at all schools, but in particular at the middle school. This position was previously embedded within our Pupil Services division of Education Services. By separating this position and calling out this needed focus, we expect to see more strategic and intentional gains. Met 29JUN2023 2023 37683120000000 Rancho Santa Fe Elementary 6 In the absence of a formal tool, the District created a survey with questions associated with a sense of safety and school connectedness and gave it to all third - eighth grade students (354 students). The key learnings from the survey results include: • 91% of students (320) feel safe and secure at school • 78% of students feel comfortable talking to their teacher(s) • 65% of students feel comfortable talking to their principal, depending on the issue • 97% of students have friends at school, and • 73% enjoy coming to school. The Superintendent also hosted focus groups with students to obtain data on sense of safety and school connectedness. Input received from these meetings informed the actions for next year. We implemented the WEB Program this year with excellent results. We trained eighth graders to be WEB leaders and they planned an orientation and ongoing support throughout the year for our sixth graders and middle school students who were new to the district. We believe the program has made a huge difference in our students' comfort level as they transitioned. The program also provided a leadership opportunity to eighth graders, something identified as a need on surveys. We will definitely continue the program next year. Met 15JUN2023 2023 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. Given the COVID-19 pandemic in the spring of 2020, the survey was not conducted and resumed in 2021. Based on 2023 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. All these results are lower than in the previous year when results appear to have reflected a pandemic-related influence. However, for most grade levels, the rates are higher than the pre-pandemic baselines. 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 – 72%; grade 7 – 54%; grades 9 and 11 – 57%. These results are down slightly compared to the prior year. Met 27JUN2023 2023 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 2022/23 school year at each High Tech High high school indicated that HTH schools were at the 70th national percentile for the degree to which students believe discipline is fair. Met 21JUN2023 2023 37683380101345 KIPP Adelante Preparatory Academy 6 % of students reporting I am happy to be at this school: All students - 61% These survey results provided a general overview of student experiences at KIPP SoCal for the 2022-23 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. In addition, as part of our efforts to improve on family engagement and events, we will continue to provide more avenues for students to engage with their peers and team members outside of instructional class time. 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 (89%) and have at least one friend at school they can trust (98%). Our staff plans to leverage these relationships to improve students' overall experiences to increase their happiness at our school. KIPP SoCal will prioritize creating joyful learning and engaging experiences for students during the upcoming school year by providing more engagement events, celebrations, and opportunities for families to provide input. Met 15JUN2023 2023 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 2022/23 school year at each High Tech High high school indicated that HTH schools were at the 70th national percentile for the degree to which students believe discipline is fair. Met 21JUN2023 2023 37683380106799 Learning Choice Academy 6 This measure addresses information regarding the school environment based on a 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) that provides 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 that 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 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 Met 21JUN2023 2023 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 2022/23 school year at each High Tech High high school indicated that HTH schools were at the 70th national percentile for the degree to which students believe discipline is fair. Met 21JUN2023 2023 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 2022/23 school year at each High Tech High high school indicated that HTH schools were at the 70th national percentile for the degree to which students believe discipline is fair. Met 21JUN2023 2023 37683380109033 King-Chavez Arts and Athletics Academy 6 Data from the California Healthy Kids Survey shows that programs promoting school safety and connectedness are effective. 77% of students indicate they feel safe at school most or all of the time. Both parents (100%) and staff (100%) perceive the school as safe. 69% 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 07JUN2023 2023 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 2022-23, 96 % of our students participated in the survey. The student approval rates appear to remain the same. However, our overall satisfaction rate went up 2 percentage points to 80%. 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 ” 80% favorable and “Climate of Support for Academic Learning” 76% favorable. These results attest that we are Met 22JUN2023 2023 37683380111898 Albert Einstein Academies 6 At our AEACMS campus which includes middle school grades 6th through 8th, a student survey was given to all students. 91.5% of students feel safe at school, and 8.5% reported not feeling safe at school. 79.7% of students feel safe in the hallways, at lunch, in bathrooms, and on the courts/playgrounds, while 20.3% report not feeling safe in those areas at school. AEACMS has a partnership with the San Diego County Office of Education to implement MTSS to ensure we have systems and practices in place to meet the needs of every student at their level. Training is ongoing for select staff to better meet supervision requirements, especially in unstructured non-classroom areas. At our AEACES campus which includes elementary grades transitional kindergarten through 5th grade, a survey was given to 4th and 5th grade students. 94.7% of students feel safe at school, and 5.3% of students reported not feeling safe at school. 97.1% of students feel safe in the hallways, at lunch, in bathrooms, and on the courts/playgrounds, while 2.9% report not feeling safe in those areas at school. 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. In addition, we have the Safe School Ambassadors Program and No Place for Hate on both campuses to empower our students to be an integral part of maintaining a safe and welcoming school for all students. Met 20JUN2023 2023 37683380111906 King-Chavez Preparatory Academy 6 Data from the 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 48% of students see the school as very safe or safe, despite moderate rates of serious disciplinary incidents. 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. 53% 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 07JUN2023 2023 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 14JUN2023 2023 37683380118083 Innovations Academy 6 The 22-23 year was a transition for us as we made the switch to a new survey. Previously we had utilized the California Healthy Kids survey (which parents and teachers felt was inappropriate for our school population) and local social-emotional assessments to using a new software to look at social-emotional data, Satchel Pulse. At the end of the year, we realized that we still had not found an affordable accurate survey to provide us the information we need to accurately measure the social emotional climate. We returned to the local creation of another social emotional survey. We have been collecting social emotional evaluation data from students and teachers on our report card for many years and the data provided on these surveys informs us about the progress we are making with our students. We saw an improvement from beginning to end of year evaluations. We were also extremely overwhelmed by COVID protocols, regulations and procedures and did not administer a parent climate survey. Innovations Academy has a relationship based school with a powerful social emotional program that has been in existence since 2008. We care as much about the social emotional climate as we do the academic climate of our school. We expect ongoing data to continue to help us be informed about student sentiment regarding school post pandemic as well as provide us some areas of improvement. One change we have made based on the data is a change to our student to student problem solving approach due to noticing that students were not feeling consistent closure with these encounters. students is that they need a clearer understanding about our problem solving approach to ensure positive understanding of the outcomes Met Having had a social emotional program embedded in our charter, our philosophy, our instruction and our practices, we are seeking a way to accurately measure the outcomes. We hear from students who return to visit that our program helped them greatly in ways such as addressing high school teachers and friends, and we notice a significant difference between students new to our school culture. New students to our school have behaviors and attitudes towards academics and adults that create both academic and social problems. We also notice that, over time, they improve significantly. We have just not found a survey in which children are able to self-reflect in a way that gives us data that is easy to sort through. We continue on this mission. 27JUN2023 2023 37683380118851 King-Chavez Community High 6 Data from the California Healthy Kids Survey shows that our programs promoting school safety and connectedness are working. The vast majority of both parents (90%) and staff (100%) perceive the school as safe. Student ratings were considerably lower (67%). Although this is an improvement from last year, student rates are still well below the pre-pandemic rate of 85%. School connectedness is related to our school’s mission of Love. 54% of students reported high levels of school connectedness, 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 07JUN2023 2023 37683380119610 Gompers Preparatory Academy 6 Below includes our most recent survey data and GPA’s ongoing improvement efforts: ? GPA maintains a positive school climate = 90.6% (Agree/Strongly Agree) ? Efforts to improve include continuing to focus on our strong school culture that puts students and safety first, providing ongoing training for staff, engaging in restorative justice practices for students, and providing education opportunities for parents/families, while also continuing to partner with local agencies to provide full wrap around services. ? GPA facilities are in good repair = 92.2% (Agree/Strongly Agree) ? Efforts to improve include continuing to prioritize the need for our custodial team, support their ongoing efforts of campus-wide improvements, and maintain our relationship with our authorizer to ensure district-related repairs and needs are met on a timely basis. ? GPA provides access to core subjects for high school preparation and graduation = 92.2% (Agree/Strongly Agree) ? Efforts to improve include continuing to offer our A-G curriculum, AP courses, and improve rigor across grade levels and content areas through ongoing professional development, including Project Based Learning. ? GPA students are engaged through high graduation rates = 91.4% (Agree/Strongly Agree) ? Efforts to improve include continuing to provide A-G curriculum with differentiated instruction and needed interventions, continue to offer our Wingspan college counseling services, provide professional development for staff, engage parents/families in college workshops and the college application process. ? GPA students have access to instruction materials/technology = 91.4% (Agree/Strongly Agree) ? Efforts to improve include maintaining our 1:1 chromebook policy, providing access to research-based and vetted software learning programs to increase literacy, numeracy, and problem solving skills, provide access to specific textbooks and resources needed for each subject, and ensure students who need additional support with wifi have access to resources. ? GPA serves the needs of English Language Learners = 90.6 % (Agree/Strongly Agree) ? Efforts to improve include providing ongoing professional development for staff to help support our EL students, continue to staff our EL Coordinator position, continue to work closely with students and families to support before, during and after the ELPAC, provide both designated and integrated ELD in all courses through grades 6 -12. ? GPA encourages parental involvement and participation = 88.3% (Agree/Strongly Agree) ? Efforts to improve include continuing to offer on campus events including “Coffee with Director”, and continuing to include parents in our SSC, ELAC, and PTSC groups, as well as providing training and workshops for parents on subjects of their choosing, and surveying and implementing their valuable feedback. ? 87.5% GPA offers interventions for additional supports and services = 87.5% (Agree/Strongly Agree) Met ? GPA students are engaged through high attendance rates= 87.5% (Agree/Strongly Agree) ? Efforts to improve include sharing GPA’s high attendance rates school wide and with parents so that everyone can understand the importance of attendance and celebrate our schoolwide achievements, providing parents with resources if needed, giving students ongoing incentives for getting to school on time each day (including Honor Roll, attendance awards, etc. ), providing teacher training on high engagement activities. In addition, when attendance concerns arise with students, our Family Support center coordinates family meetings to mitigate any barriers the family may be encountering. ? GPA implements the Common Core state standards = 87.5% (Agree/Strongly Agree) ? Efforts to improve include ongoing professional development for staff on creating lesson plans and unit maps that incorporate the CCSS, as well as training on how to provide students with appropriate scaffolds to help them reach their grade level standards. In addition, providing teachers with feedback through observations and classroom visits to increase student engagement and achievement. ? GPA serves the needs of Students with Disabilities = 84.4% (Agree/Strongly Agree) ? Efforts to improve include ongoing professional development for Education Specialists, Support teachers, School psychologist, and speech pathologist, scaffolding and interventions, co-teach model in ELA and math classrooms in all grade levels. 20JUN2023 2023 37683380121681 San Diego Global Vision Academy 6 SDGVA administered the CA Healthy Kids Survey (CHKS) to students in grades 3-8. The following represents the percentage of students by grade that expressed a sense of: School connectedness: • Grade 3: 75% • Grade 4: 81% • Grade 5: 78% • Grade 6: 71% • Grade 7: 73% • Grade 8: 66% Caring adult at school: • Grade 3: 84% • Grade 4: 85% • Grade 5: 86% • Grade 6: 75% • Grade 7: 71% • Grade 8: 73% Academic Motivation: • Grade 3: 88% • Grade 4: 90% • Grade 5: 82% • Grade 6: 82% • Grade 7: 69% • Grade 8: 68% School Safety – feel safe at school: • Grade 3: 74% • Grade 4: 83% • Grade 5: 90% • Grade 6: 76% • Grade 7: 85% • Grade 8: 67% Met 20JUN2023 2023 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. Met 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. 21JUN2023 2023 37683380123778 Old Town Academy K-8 Charter 6 Not Met 2023 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. Met 02JUN2023 2023 37683380126730 Kavod Charter 6 Highlights of the Healthy Kids Survey given to explorers 3+ grade are: Elementary: -94% of explorers feel most of the teachers and other grown-ups at school treat students with respect -93% of explorers feel the school teaches students to care about each other and treat each other with respect -95% of explorers are generally happy in school -97% of explorers feel teachers and other grown-ups make it clear that bullying is not allowed -96% of explorers feel safe at home Middle: -93% of explorers understand the importance of the OLAM values -93% of explorers feel most of the teachers and other grown-ups at school treat students with respect -92% of explorers feel the school teaches students to care about each other and treat each other with respect -95% of explorers feel generally happy in school -88% of explorers feel safe at home Overall, students feel safe, cared for, challenged and happy at school most of the time in school as per their feedback. The school will focus on connectedness between the elementary and middle school grades moving forward under the umbrella actions of community building. Met Given the total students enrolled in grades 6-8 and attrition rate being an on-going concern, students have expressed their wish there were more students enrolled to have a bigger pool of peers. There were incidents when this was the primary reason why a student disenrolled; other times they transferred to a district middle school so they could feed into their preferred high school upon finishing 8th grade. 20JUN2023 2023 37683380127647 e3 Civic High 6 "e3 Civic High prides itself in providing a positive, engaging and supportive learning environment and school climate for all education partners. In addition to continuous and ongoing school climate checks via Google surveys and in-person meetings, e3 Civic High contracts with San Diego State University to administer an annual Climate Survey, i.e. ""Staff, Parent, and Scholar Satisfaction Survey"" in the Spring. Survey questions sought information about satisfaction with the academic program, the school environment, working conditions, and the effectiveness of the school’s teachers and administrators. The surveys were created online through Qualtrics in English and in Spanish. This was the fourth year e3 Civic High collaborated with Nina Salcedo Potter, Ph.D. as a consultant to administer and analyze the survey. The staff survey contained 25 survey items and three open-ended questions, the parent survey had 35 survey items and two open-ended questions, and scholars answered 35 survey items and three open-ended questions. Surveys were submitted online by staff, parents, and scholars between May 17 and June 6th, 2023. The following are some key data points and takeaways: (A) STAFF -The top three things that staff like most about the school are (1) Academic program (2) Staff they work with and (3) School culture/climate. Some supporting comments are the following: ""Its amazing programs/supports for college and workforce preparation."" ""I truly appreciate my colleagues. I have positive relationships with majority of staff members and am constantly looking for opportunities to collaborate with them."" ""The fact that it’s a small school and everyone has the opportunity to get to know each other well and build a strong connection."" (B) PARENTS -The top three things that parents like most about the school are (1) Teachers (2) Support for students and (3) The Academic Program. Some supporting comments are the following: ""The teachers are doing a great job, there is tutoring."" ""I'm satisfied with the overall success of my scholar experience because I have been actively involved and have gained a deeper understanding of how the school system functions."" (C) SCHOLARS --The top three things that scholars like most about the school are (1) Teachers (2) Fellow peers/scholars and (3) Advisory Program and Other Support. Some supporting comments are the following: ""The teachers and the flexibility they have [with us]"". ""The people who attend (the students)"". ""The support given to scholars."" Some recommendations and next steps based on Climate Survey results are: 1. Improved communication with staff. Staff felt that decisions were often made at the last minute, and they were unprepared. 2. Student engagement around extracurricular activities. Moving forward, e3 launched Weekly Operations Meetings to improve school logistics and staff communication. We have also launched robust Scholar Led-Clubs including intramural athletics program after school." Met 26JUN2023 2023 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 80% for students in grades 3, 4, and 6 and 100% for staff. The rate for 5th grade students in the upper grades is an outlier at 38%: the school is looking into the reasons for this lower rate. This may be due in part to the different survey instruments used by the grade levels. School connectedness rates among students was 73% in grades 3, 4, and 6, and 50% in grade 5. Again, the rate for the fifth graders was significantly lower. 93% of parents report adults at school really care about students. The LEA learned that our consistent implementation of the Restorative Practices and facilities improvements were considered effective in promoting school safety. Our school culture has kept students connected and remained an area of strength despite the pandemic and relocation of the campus. Met 20JUN2023 2023 37683380129395 Elevate 6 Elevate School administered the Leader In Me student survey which focuses on 3 Measures – Leadership; Culture and Academics. The following reflects the score for each of the three measures: • Leadership: 77 • Culture: 79 • Academics: 74 Results will be analyzed and presented to our educational partners. Met 19JUN2023 2023 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 2022/23 school year at each High Tech High high school indicated that HTH schools were at the 70th national percentile for the degree to which students believe discipline is fair. Met 21JUN2023 2023 37683380131979 Ingenuity Charter 6 California Healthy Kids Survey Data: • School connectedness- Remote Only (% agree or strongly agree) : 55% • School connectedness- In-School Only (% agree or strongly agree) : 57% • School Safety (% agree or strongly agree): 80% 2. In addition to the above reported data, a fairly high percentage of students (80%) reported that the school created an anti-bullying climate; as well as reported that the school implements high expectations for all students (60%). This indicates a strong school culture focused on academic achievement and positive relationships. The data regarding school safety and connectedness demonstrates that more than 50% of students across grade levels feel safe at school and have a sense of school connectedness. The percentage of students who report that they agree or strongly agree with these statements dips in the LEA. While the LEA facilitates activities to create a sense of school community in all grade levels, a focus on intensifying efforts to increase students’ perception of school connectedness are being implemented at the high school level during the 2022-2023 school year. These activities range from conducting various culture building activities, educational field trips, extended learning opportunities, and include staff learning communities to increase the school’s capacity to continue to develop positive relationships with students at school. 3. To engage in a continuous improvement process, the LEA surveys students, staff, and families, yearly to determine focus areas. Data from these surveys is shared among leadership teams and next steps are determined after thorough data analysis. An area of focus for this year has been identified: “Average days worked on schoolwork at home”. This was noted from survey data and thus, the staff currently collaborates weekly to implement plans such as attendance incentives, extended after school hour tutoring, and online school conferences to tackle the issue. In addition, California Healthy Kids survey data is used as a driving force to implement socio-emotional support across the LEA which has been utilized to start our own social-emotional learning groups and to target activities to increase student’s sense of connectedness and to create a more positive environment. These efforts are being made in conjunction with implementing a campus-wide progressive discipline policy that integrates equity and restorative practices. Met 12JUN2023 2023 37683380135913 Urban Discovery Academy Charter 6 The school implemented the National School Climate Survey in 2021-2022 in most grade levels from 3rd to 12th grade. Last year, the school utilized a local assessment tool to survey school culture, along with the California Healthy Kids Survey in select grades as a part of our COPES wellness grant. Our survey results showed our lowest numbers in recent history for student safety (although a smaller number of students and parents took the survey compared to prior years). The surveys showed that only: - 62% of primary students feel physical safe in school and 57% of secondary students feel safe in school. - 79% of parents (overall) believe their children feel safe in school. It is clear that school culture improvements were needed. Additional work has been put in over summer and this school year to revamp teaching and learning, put the right staff in place, further develop our Wellness program and our Advisory program, and make some physical improvements to the buildings. We are also rolling out the Sources of Strength curriculum and ambassadors program at both school sites and building in additional layers of restorative practices training. Met School culture has seemingly improved greatly this school year so far, especially at the secondary campus. Anecdotally, students, parents, and faculty have all made comments on how significantly school culture has improved from the 2022-23 to the 2023-24 school year in just the first month. 21JUN2023 2023 37683380136663 America's Finest Charter 6 AFCS staff were trained and have been implementing positive discipline throughout the school year. The suspension rate is down and conflicts with students have been handled in a restorative justice pattern. The staff have been conducting circles on a daily basis with their classes to resolve conflicts and have discussions before they become more heated issues. We still struggle with students using social media to hurt their classmates. 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) 87% of students surveyed feel that “all teachers always treat students with respect” 2) 85% of students surveyed feel that “the school always has clear rules for behavior” 3) 85% 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. Met 21JUN2023 2023 37683383730959 Charter School of San Diego 6 1. CSSD administers an Annual LCAP Educational Partner 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 on 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 achieve a 90% or higher safety satisfaction rating. In 2022-2023, CSSD exceeded this metric. Over 99.2% of students reported that they felt safe at CSSD and 98.9% 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 2022-2023 CSSD’s suspension rate was 0.04% and expulsion rate was 0.0%. 2. 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. Confidence surveys show an increase after 90 days of enrollment in students’ confidence in their ability and skills to learn and succeed in school and in their receiving of the support from their teacher to succeed in school compared to prior to enrolling. 3. In addition to an Annual LCAP Stakeholder Engagement Survey the LEA will also administer the California Healthy Kids Survey (CHKS) to evaluate students’ perceptions of mental health, social-emotional health and overall school climate and connectedness. Educational partners have provided feedback that children and youth in transition need additional academic, physical, emotional, and mental health needs. To address these needs, a homeless and foster youth liaison will provide case management services to children and youth in transition and other vulnerable student groups. Research indicates that a dedicated homeless and foster youth liaison in schools can contribute to improving educational outcomes, promoting stability, and fostering a supportive and inclusive environment for these vulnerable populations. Met 22JUN2023 2023 37683383731189 Preuss School UCSD 6 California Healthy Kids Survey (CHKS) 2021-2022 (High School Summary) Support and Engagement received the lowest scores as follows: -Academic Motivation was down 16% from the past offering. -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%, No Mean Rumors was up 12% from the last survey. School Climate Indicators - Facilities Upkeep: -This indicator was down below the State's average. CHKS 2021-2022 (Middle School Summary) Support 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%. Low Violence: -The indicators for Low Violence Victimization, No Harassment, and No Mean Rumors were at their highest level since 2018. Other School Climate Indicators: -The No Substance Use at School indicator was at 98% agreement. Facilities Upkeep: -Received a mixed rating at 50%. Academic Motivation and Meaningful Participation: -The scholars are surveying at higher positive levels than the average State ratings. -Ratings 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 The Preuss School has completed another phase of adjustment in response to the changed educational landscape. For the first time Preuss now has two vice principal and one principal. This change has allowed for a greater division of labor and consequently a greater level of support. One of the first places we have seen a difference is in the re-establishing of the school's behavior code. Accountability has increased for all stakeholders and a focus on learning has begun to permeate the the school. 26JUN2023 2023 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 2022/23 school year at each High Tech High high school indicated that HTH schools were at the 70th national percentile for the degree to which students believe discipline is fair. Met 21JUN2023 2023 37683383731395 Audeo Charter 6 1. 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 on 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 achieve a 90% or higher safety satisfaction rating. In 2022-2023, Audeo Charter exceeded this metric. Over 98% of students reported that they felt safe at Audeo Charter and 96% 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 2022-2023 Audeo Charter’s suspension rate was 0.1% and expulsion rate was 0%. 2. 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. Confidence surveys show an increase after 90 days of enrollment in students’ confidence in their ability and skills to learn and succeed in school and in their receiving of the support from their teacher to succeed in school compared to prior to enrolling. 3. In addition to an Annual LCAP Stakeholder Engagement Survey the LEA will also administer the California Healthy Kids Survey (CHKS) to evaluate students’ perceptions of mental health, social-emotional health and overall school climate and connectedness. Educational partners have provided feedback that children and youth in transition need additional academic, physical, emotional, and mental health needs. To address these needs, a homeless and foster youth liaison will provide case management services to children and youth in transition and other vulnerable student groups. Research indicates that a dedicated homeless and foster youth liaison in schools can contribute to improving educational outcomes, promoting stability, and fostering a supportive and inclusive environment for these vulnerable populations. Met 22JUN2023 2023 37683386039457 Darnall Charter 6 Not Met 2023 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 13JUN2023 2023 37683386040018 Harriet Tubman Village Charter 6 Student survey data shows a 9 point increase from 65 in 2021-22 to 74 in 2022-23 on student sense of belonging to the school community. The students feel valued and feel that they have a voice. The overall climate score increased 2 points from 67 in 2021-22 to 69 in 2022-23. This year there has been a more collaborative approach to student behavior with 4 or 5 people addressing behavior as a team rather than one individual making decisions. The school hired Interquest Canine Detection to ensure there are no drugs on campus and this has helped prevent a lot of issues. Installing Zeptive VapeSensors in every room has helped reduce vaping on campus. We anticipate with the continued high level of behavior intervention and supports with health and wellness services that the school climate rating will continue to increase. The school is continuing to strengthen implementation of the Leader in Me program and is in the process of becoming certified as a Lighthouse school. At a Lighthouse school, leadership is shared with students through a variety of leadership roles and student voice leads to innovations within the school. Next year, there will be a Student Lighthouse class to provide 6th-8th grade students more leadership opportunities on campus. Met 21JUN2023 2023 37683386040190 King-Chavez Primary Academy 6 Data from the California Healthy Kids Survey shows that programs promoting school safety and connectedness are effective. 77% of students indicate they feel safe at school most or all of the time. Both parents (100%) and staff (76%) perceive the school as safe. 77% 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 07JUN2023 2023 37683386061964 The O'Farrell Charter 6 DATA: California Healthy Kids Survey Data: School connectedness: Elementary School: 73.3% positive responses Secondary School: 47.6% positive responses Students indicating that they have caring positive relationships with adults at school: Elementary School: 74.6% positive responses Secondary School: 58.6% positive responses Students indicating that they believe that school is a safe place for students: Elementary School: 74% positive responses Secondary School: 44% positive responses 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 the majority of students indicate that they feel connected to the school in the elementary school, the LEA notes that positive responses are lower in the secondary school. 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 indicate that they feel safe at school in the elementary school and, again, this number is lower in the secondary school. USE: To improve in the areas in which fewer students responded positively on the California Healthy Kids Survey, the LEA will implement the following: Growing the student advisory committee in each school to include more students and to meet on a more frequent basis. The establishment of a superintendent’s advisory committee in the secondary schools. The commitment to continue the employment of student advocates and school counselors. Increased opportunities for students to interact positively with one another and with their teachers including homebase competitions, a family fun day, a family field day, and enrichment courses weekly. Met 12JUN2023 2023 37683386113211 McGill School of Success 6 Some of the key learnings from the surveys is that students feel at times that they do not have a caring adult that they can turn to for assistance. Even if only one or so students, McGill must do a better job ensuring that every student feels supported by at least one adult on campus. Not Met For Two or More Years The school climate continues to improve with our staff conducting Restorative Justice Circles, parent outreach, and alternatives for positive discipline. 20JUL2023 2023 37683386115570 Museum 6 Parents report that The Museum School’s positive school climate was a key factor when choosing where to enroll their children. Our strong culture is built and maintained through student and staff morale, which has been impacted by COVID and administrative changes. These disruptions are being addressed through regular educational partner input, community events, and a renewed commitment to experiential education. In our most recent survey, 94% of students reported they felt safe at school. However, suspension rates show a need to proactively address potential issues. The school rarely suspends students (0% suspension rate from 2019-2022). Even so, the Museum School had the largest number of suspensions ever during the 2022-2023 school year. We have therefore prioritized training in Positive Behavior Intervention Services (PBIS), Crisis Prevention (CPI), and Restorative Practices for all school staff. We also created a Deputy Director position to work alongside the School Counselor to provide weekly SEL lessons to all grade levels. School connectedness is another historically strong area that needs reinforcement. Attendance is a leading indicator of whether students feel connected and engaged at school. The Museum School’s absentee rate is approximately 92%, which is low compared to the years prior to the COVID shutdown. Chronic Absenteeism has also been higher since the pandemic. The school will communicate to the importance of scheduling family trips outside the academic year and securing learning contracts prior to trips. Leadership has also surveyed staff in order to increase opportunities for collaborative work. This type of learning promotes connections between students, which will help them feel part of our school community. During the next school year, the Museum School will conduct a survey to capture student perceptions of school safety and connectedness across all grade spans. Further, the school will conduct at least one Parent Survey and one Staff Survey to gain a better understanding of how to meet the needs of our community and provide support for families and staff. This information will be reviewed by the school’s Administrative and MTSS teams and be reported to the Board of Directors in a public and open meeting. Met 26JUN2023 2023 37683386117279 Holly Drive Leadership Academy 6 Holly Drive Leadership Academy is a small and safe community serving around 100 students in grades K-8. We feature small class sizes where students may have the same teacher for more than one year. This is designed so teachers know and have strong relationships with their students. Given the school’s size, students are also known by most adults in the school. In our 22-23 student survey, 95% of the school’s students rated it an A or a B. 95% of respondents also reported they felt safe when they were at school. Met 29JUN2023 2023 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 2022/23 school year at each High Tech High high school indicated that HTH schools were at the 70th national percentile for the degree to which students believe discipline is fair. Met 21JUN2023 2023 37683386119168 San Diego Cooperative Charter 6 Not Met For Two or More Years 2023 37683386119598 King-Chavez Academy of Excellence 6 Data from the California Healthy Kids Survey shows that our programs promoting school safety and connectedness are effective, but there is room for improvement. Approximately 65% of students indicate they feel safe at school. The majority of both parents (97%) and staff (88%) perceive the school as safe. Approximately 55% of students reported high levels of school connectedness, which represents a drop from last year. The school is undergoing a major facilities renovation; once completed, educational partners expect to see an increase in feelings of school safety and connectedness. 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 07JUN2023 2023 37683460000000 San Dieguito Union High 6 SDUHSD administers the CHKS annually to all grades 7-12. 10,446 students completed the survey, representing 83% of district enrollment in March 2023. Key learnings from the 2023 CHKS data are that a majority (68%) of SDUHSD students across grade levels confirmed having caring school staff. Additionally, on average, across grade levels, 68% confirmed their sense of belonging to their school communities, and 70% confirmed their sense of school safety. Participation is highest in grade 7 and lowest in grade 11, and the reports of results by school and district are posted on the district website. The 2023 CHKS results indicate that SDUHSD students feel more connected with peers, campuses, and caring staff and have a sense of safety at school than in the prior two CHKS administrations, trending toward pre-pandemic rates. While there are positive trends for our students across academic, behavioral, and social-emotional measures, disaggregating the data shows that some students are experiencing different rates of connectedness, engagement, well-being, and safety. District and school staff will continue intentional work to maintain and further enrich a positive school climate across communities for all students. Additionally, focused efforts will continue to identify and support students with greater needs, as revealed in the CHKS responses. It is a focused goal to increase participation and to gather climate data more regularly. With the students' sense of improved social and emotional health, school communities will continue to refine and enrich their programs to ensure all students are connected with staff and the school community. The CHKS results were reported to the governing board at a regularly scheduled meeting of the local governing board on 5/17/2023 and are available to educational partners and the public through the California School Dashboard. In response to these outcomes, the district’s planned actions include: -Increase staffing of high school campus supervisors, school social workers, bilingual Spanish and Chinese Parent Community Liaisons -Professional development for all staff regarding the importance of and interconnectivity of school climate, student support, and academics -Revised process to ensure students in housing transition, McKinney Vento and Foster Youth have an assigned social worker and regular supportive meetings -Special Education Strategic Plan Parent and Site Representatives work to focus on students with disabilities a sense of connectedness, belonging, and safety -School-wide activities and targeted work on increasing student protective factors, wellness, belonging, and help-seeking -Bullying Policy revision with district-wide programming and parent training in cyberbullying and digital citizenship -Culturally Sustaining ELD Collaborative - Student Empathy Interviews & Listening Circles and Parent/Family Listening Circles Met 29JUN2023 2023 37683530000000 San Pasqual Union Elementary 6 "Students at San Pasqual Union School generally feel safe and connected within the school community. When surveyed via the 2023 California Healthy Kids Survey, 5th and 7th-grade students reported: 5th Grade • 90% feel safe at school • 83% feel connected to people at school • 88% report being academically motivated • 93% report that teachers and other grown-ups make it clear that bullying is NOT allowed • 22% report frequent sadness within the past 12 months 7th Grade • 52% feel safe at school • 51% feel connected to people at school • 57% report being academically motivated • 33% report frequent sadness within the past 12 months • 23% contemplated suicide within the past 12 months Post-pandemic, 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 District's 2023 LCAP Goal #2, ""Build Students of Character and Confidence,"" the District implemented a Multi-Tiered System of Supports (MTSS) and hired a full-time social worker, a full-time school psychologist, and a full-time Social Emotional Arts Learning (SEAL) teacher to promote student wellness." Met 14JUN2023 2023 37683610000000 Santee 6 Santee School District administers the California Healthy Kids Survey (CHKS) bi-annually to 5th and 7th grade students. Santee School District has also implemented surveys through Panorama Education to students in 4th through 8th grades. Two survey topics serve as our priority data analysis: School Safety and Sense of Belonging (School Connectedness). In spring of 2023, 70% of 4th and 5th grade students responded favorably for the topic of Safety, and 77% of responded favorably for Sense of Belonging. For 6th through 8th grade, 55% responded favorably for Safety, and 59% 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. Our District is refining its 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 20JUN2023 2023 37683790000000 San Ysidro Elementary 6 DATA: SYSD Administered the California Healthy Kids Survey (CHKS) to students in grades 3-8. The following data points are indicated below: Social Emotional Health Social Emotional Distress 24% Experienced chronic sadness/hoplessness 33% Considered suicide 15% Self-Efficacy 70% Self Awareness 62% Problem Solving 49% Optimism 49% Gratitude 68% School Climate/Connectedness 51% Caring Adult Relatioships 57% Facilities Upkeep 75% School Safe/Very Safe 51% Experienced Harassment/Bullying 13% Seen a weapon on campus 7% Current Vaping 2% Suspension Rate 2.5% Chronic Absenteeism Rate 28% MEANING: The survey data and the student listening circles/emparthy interviews indicate that more work is needed to help students find ways to regulate thier emotions in a postive and healthy way. Emotional dysregulation seems to be the most contributing factors when it comes to student conflict. Referral Data and trends suggest that fewer students are acting out in an agressive manner at school; however, many students have either engaged in online harassment or have been victims of it. USE: SYSD is allocating resources to develop robus PBIS teams at each school site with the establishment of safety protocols that make students accountable for thier actions and are more restorative in nature. More staff have received traiing in Trauma Informed practices and restorative practices. The district has engaged with the California School Climate Collaborative via West ED to establish student listening circles at both district middle schools. These sessions provide critical street data that we an utilize to make positive improvement for students. Met 22JUN2023 2023 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 2022-23 school year. The winter 2023 data showed the majority of students in grades k-2, 97%, grades 3-6, 89% have a trusted adult at school; grades k-2, 95%, grades 3-6, 85% feel cared for and accepted at school; and k-2, 97%, grades 3-6, 92% have one or more good friends at school. In addition to surveys, empathy interviews were conducted with students to measure and gain insights on whether students felt like they belonged to their school and classroom communities and to gain better understanding of the student learning experience and perceptions of the environment. Through the interviews, many students found joy in the unstructured times and/or where students had choice in decision making (e.g. recess, STREAM lab, opportunities in the classroom). The majority of the students interviewed (over 90%) expressed they did feel a sense of belonging in their classrooms and that their teacher knew their name, as well as their peers. Feedback also revealed areas where students would like to see improvements. Lunch offerings and understanding the portion sizes for lunches came up within the feedback. Based on the feedback, areas SBSD will continue to focus on are: ensuring every student is connected to a trusted adult at school, students have peer-to-peer connections, knowing each child by name (staff/student, student/student), developing and fostering self-management skills and strategies to work through challenging situations, and actions to build from an assets-based approach of what children bring from their experiences into school. SBSD is also working to incorporate action steps to address student feedback regarding lunches and how we can incorporate students in the process of educating their peers. Met 22JUN2023 2023 37683950000000 South Bay Union 6 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 us to reflect on growth and the next steps to creating positive and welcoming school environments for all. Our goal is to create learning environments that support the social-emotional needs of students and foster a sense of belonging and connectedness through the following actions: Promoting social-emotional learning and well-being. 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 tier 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. Students from 3rd-6th grade on our CA Healthy Kids Survey state the following: 72% of students feel connected to their school compared to 58% of 7th and 8th grade students. Our goal is to ensure that all students feel connected and supported by all staff and students. 76.65% of 3rd-6th grade students have indicated on the California Healthy Kids Survey that they feel safe most or all of the time at school compared to 59.5% of our 7th and 8th-grade students who perceive school to be very safe or safe. Our parent results indicate that 44% of parents strongly agree that school is a safe place for their child and 43% of parents strongly agree that their school provides opportunities for meaningful participation and connectedness. Site-level staff will ensure student safety throughout the school day through structures, procedures, and implementation of PBIS. A behavior matrix was developed to create consistency with expectations. We also developed an Anti-Bullying Website for our families that provides resources to report unsafe behaviors and practices. We have counselors and social workers to support families at the site level. We have also enhanced our family communication. Our Behavior Intervention Assistants provide site support. Through Expanded Learning Opportunities, our students participate in organized sports and clubs before/after school. We ensure that our facilities and transportation are safe, well-maintained, and appealing through highly trained and effective staff. We are promoting family engagement, education, and empowerment opportunities through District-wide events. We have also hired a Parent Engagement and Support Coordinator who oversees the family engagement and support liaisons. Met 22JUN2023 2023 37683956040505 Imperial Beach Charter 6 We used the California Healthy Kids Survey data to inform our analysis and further our decision making on what we need to address. What we are able to glean from the data is that there is a drop in school connectedness as students get older and dropped to almost 50% in the middle school years. This shows us that our elementary school aged students feel supported and connected to school. They enjoy coming to school and have positive relationships with their teachers and school staff. This connectedness is a strength that we were able to identify for our site. We want to continue to build on this strength and increase the number of students that feel connected to our staff and school. One of our challenges or areas of growth is the significant need for social emotional support, as many students had concerns with their feelings amongst their peers and with school. The data shows that 26% & 30% experienced social/emotional distress, with 31% experiencing chronic sadness/hopelessness. While this can be attributed to getting older and puberty, and changes in their bodies and brains, it is still a significant number of students who are willing to share this information. What we have noticed at the site is an increased need for social emotional support for students who struggle with these feelings. They need assistance in navigating these new emotions, and how to interact with others in order for them to be successful at school. In order to address these needs there have been goals and plans put in place to support our students. Staff will be participating in increasing equity across the school so students and staff feel supported, especially after returning from the two years of the pandemic. There has been an increase in staffing to support the social emotional health of students with a counselor and a half, a Behavior Intervention Assistant, and a Family Liaison. These additional staff members are able to provide more support for the social and emotional needs of our students. There are Unity Days, a one day culture and climate building activity for our middle school students, where they learn how to create a community of support. We are also in our first year of a community school planning grant which will also assist in creating an inclusive plan for all involved. Met 22JUN2023 2023 37683956040513 Nestor Language Academy Charter 6 DATA: 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 and the following are the results for the 2022-2023 school year: Student School Connectedness: 3rd Grade: 79% 4th Grade: 77% 5th Grade: 76% 6th Grade: 73% 7th Grade: 66% 8th Grade: 59% Caring adults: 3rd Grade: 79% 4th Grade: 77% 5th Grade: 75% 6th Grade: 62% 7th Grade: 62% 8th Grade: 55% Based on the data above, we did not meet our goal of 82% which allows us to identify the areas that we need. 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, in-person events, extra curricular activities, after school clubs and sports, and the implementation of culturally responsive teaching to ensure there's a focus on building positive relationships. This school year we added the Improving Chronic Absenteeism Network through the San Diego County Office of Education, which is provides support in creating welcoming environments and a system of support for students and families that may not feel connected therefore absent. We believe we have the foundation and systems in place to improve and meet our goals. Met 22JUN2023 2023 37684030000000 Spencer Valley Elementary 6 Spencer Valley is a one school, school district that served 42 students in the 22-23 school year. Our students, staff, and families feel safe at school. The school's biggest challenge is providing the best ways to get the community and families to participate in providing input into our school in all areas. Our goal for the 23-24 school year is to investigate with families and the community the ways in which they would prefer to participate in order to receive input from all of our educational partners. Met 14JUN2023 2023 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. Insight continues to provide opportunities for outings, however, after COVID we are providing both virtual and in-person events. Insight will continue to offer this as an option due to its success this year. Insight created virtual Lunch Bunch, hosted by the school counselors that is heavily attended by the students. Virtual club options for 2022-2023 school year are student created and driven, and often highly attended as well. Met 12JUN2023 2023 37684036120893 California Virtual Academy @ San Diego 6 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, the school has/will implement the following: • LC Community social platform for parents/LCs to connect with other CAVA parents/LCs schoolwide and within specific grade bands, providing relevant and meaningful connections, information, resources, and support. • Coffee Chats in English and Spanish for parents and LCs to make connections, share information and resources, and build relationships. • ParentSquare schoolwide communication platform, weekly schoolwide and department newsletters/updates, email, phone calls, and announcements and updates shared in daily live class connects sessions. • Schoolwide initiatives to encourage and support fitness and movement. • Schoolwide Social and Emotional Learning (SEL) plan to drive the implementation to better support teachers/staff and positively impact the school's culture. The comprehensive plan includes the importance of behavioral and physical health. • Extended onboarding to support new students and LCs including adding 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/opportunities, video tutorials, transition support for Elem-MS-HS transitions, and family newsletters. • Care Solace • Expanded support, school supplies and holiday gifts for MKV and Foster Youth • Resources and support for families in need • Comprehensive summer plan to engage students, provide social interaction for students and families who are continuing with CAVA, new to CAVA, and students who need additional academic support. • Opportunities for students to interact in Class Connect (CC) sessions through the implementation of project-based learning and 3 Signature Practices (CASEL). • Service-learning course for students in grades 9-12, and service-learning opportunities are being offered schoolwide, including o Red Ribbon Week (Oct) o Operation Gratitude (Dec) o National School Choice/Talent Showcase (Jan) • In-person events offered to students, including school wide back-to-school park day, monthly all-school outing days, service-learning projects, clubs, e-Sports, picture day, pop-up events, and in-person celebrations, to create opportunities for students in geographical areas to connect and make friends. Met 12JUN2023 2023 37684110000000 Sweetwater Union High 6 During the 2022-23 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. Met 26JUN2023 2023 37684110126086 Hawking S.T.E.A.M. Charter 6 Hawking STEAM Charter School administered the Panorama Education student survey. Summary of Results: Grades 2-3 • 47% Challenging Feelings: How frequently students feel challenging emotions with higher scores indicating less frequent challenging emotions • 64% - Growth Mindset: Student perceptions of whether they have the potential to change those factors that are central to their performance in school. • 59% Self Efficacy: How much students believe they can succeed in achieving academic outcomes. • 72% Social Awareness: how well students consider the perspectives of others and empathize with them. Summary of Results: Grades 4-5 • 42% Emotion 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. • 52% Self Efficacy: How much students believe they can succeed in achieving academic outcomes. • 63% Self-Management: How well students manage their emotions, thought, and behaviors in different situations. • 63% Social Awareness: how well students consider the perspectives of others and empathize with them. Summary of Results: Grades 6-8 • 42% Emotion Regulation: How well students regulate their emotions. • 49% Growth Mindset: Student perceptions of whether they have the potential to change those factors that are central to their performance in school. • 42% Self Efficacy: How much students believe they can succeed in achieving academic outcomes. • 62% Self-Management: How well students manage their emotions, thought, and behaviors in different situations. • 55% Social Awareness: how well students consider the perspectives of others and empathize with them. Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners. Met 20JUN2023 2023 37684113731304 MAAC Community Charter 6 DATA: Most students feel connected, happy at MCCS, safe, motivated academically, trying to improve, feelings checked on, high expectations by MCCS, and caring adults on site. However, less than a majority feel close to people at MCCS, find it difficult to focus when doing schoolwork, and feel meaningful participation at school. Many students have expressed difficulty returning to school after the global Pandemic. Although many supports are offered, MCCS can still provide more supports to ensure majority of students have positive feedback on all questions. MEANING: Although many supports are offered, MCCS can still provide more supports to ensure majority of students have positive feedback on all questions. Of the twelve sections, only two had majority of students scoring negatively. USE: MCCS has implemented a formalized system of support, transformative justice, and critical pedagogy throughout school and classes. We strongly believe these systems have ensured that our CHSK surveys have consistently been overwhelmingly positive. MCCS students, families, and visitors consistently comment on the overwhelming feeling of family and positive culture within our doors. Met 21JUN2023 2023 37684370000000 Vallecitos Elementary 6 To help inform this area of achievement, Vallecitos School District used the results of the Tiered Fidelity Inventory. The TFI is a tool to measure our effectiveness in PBIS implementation. Based on the outcomes of this survey, we learned the following: The district is doing well in establishing a PBIS/MTSS support team, developing operating procedures for the PBIS?MTSS support team, and maintaining high expectations for behavior and conduct. The District is also successful at engaging parents, guardians, and teachers in this process. Areas for growth included developing formal classroom procedures to help guide our efforts in PBIS. Over the summer, Vallecitos developed a Student/Parent Handbook, we conducted an Expectation Station activity, placed visual supports across campus (3 B's), and the administration team went into each class at the beginning of 2023-2024 to review the expectations for a positive campus climate in person. Not Met Vallecitos School District is pleased to report that California PBIS recognized our efforts to promote a positive school climate during the 22-23 school year with a silver distinction medal. Although we are excited about this accomplishment, we have room to grow and will continue our work during the 23-24 school year in the hopes of earning a gold or platinum distinction as we strive to make Vallecitos Elementary School a safe and happy place to learn. 10OCT2023 2023 37684520000000 Vista Unified 6 School Safety Survey results from the 2023 California Healthy Kids Survey have revealed that 45% of students in grade seven, 58% of students in grade nine, and 50% of students in grade eleven perceive school as very safe or safe. This data demonstrates a decrease in students' perception of feeling safe when compared with results from the 2021 California Healthy Kids Survey that showed 64% of students in grade seven, 69% of students in grade nine, and 69% of students in grade eleven perceived school as very safe or safe. For students in grade five, 2023 results revealed that 73% of students felt safe at school, a decrease of nine percentage points when compared with data from the 2021 survey that showed 82% of students felt safe at school. School Connectedness Survey results on student perceptions of school connectedness have revealed that 50% of students in grade seven, 55% of students in grade nine and 55% of students in grade eleven felt connected to their school. This data demonstrates a decrease in students’ perception of feeling connected to school when compared with results from the 2021 California Healthy Kids Survey that showed 63% of students in grade seven, 59% of students in grade seven, and 59% of students in grade eleven felt connected to their school. For students in grade 5, 2023 results report that 68% of students felt connected to school, a decrease of 6 percentage points when compared with data from the 2021 survey that showed 74% of students felt connected to school. Schools continue to face significant barriers when it pertains to students and their perception of school safety and connectedness. Students’ increased awareness of safety concerns: The pandemic, as well as tragedies that continue to occur in our nation’s schools, have heightened student awareness and concerns about health and safety measures. As revealed by feedback from our student forums, students have become more attuned to potential safety risks which may lead to a shift in their perceptions of school safety. Mental health and well-being: The pandemic placed additional stressors on students' mental health and well-being. The prolonged period of uncertainty, social isolation, and the emotional toll of the pandemic may continue to impact students' overall feelings of safety and connectedness to school. Traumatic experience: The pandemic also exposed students to various traumatic experiences, such as the loss of loved ones, economic hardships, and health challenges. These experiences can impact students' overall well-being and may continue to be influencing their perceptions of safety and connectedness. The district plans to implement several actions to enhance students' sense of school connectedness and perceptions of safety. These actions encompass increasing the hours worked by noon duty assistants in elementary schools and campus assistants in secondary schools. The district plans to scale up a positive behavior intervention system and a multi- Met 22JUN2023 2023 37684520106120 SIATech 6 Based on student data from the Panorama Survey focusing on School Safety, 78% of students reported “almost always” feeling physically and psychologically safe at school. Compared to all schools in the Panorama national dataset, SIATech scored at or near the 99th percentile for School Safety. This is an area of strength for SIATech schools. When asked if people are often disrespectful at school, 63% responded “almost never”. When asked if there are physical fights at school, 88% reported “almost never.” When asked how likely it is that someone from school would bully them online, 87% reported “not likely at all.” When asked how often students worry about violence at school, 72% reported, “almost never.” When asked if students were being bullied in school, how hard would it be for them to get help from an adult, 59% said “not difficult at all,” while 18% said “somewhat difficult” and 3% said “very difficult.” This area does require follow up. Action items moving forward will include training teachers/staff to share with students ways to encourage students to reach out to them if they are getting bullied. This may include postings, posters, in-class lessons, and other ways to ensure students know who and how to reach out to an adult for help in cases of bullying. Based on student data from the Panorama Survey focused on Sense of Belonging, 41% of students reported “almost always” feeling a sense of belonging in their school community. Compared to urban high schools with a high Free and Reduced Lunch (70% or higher); SIATech falls around the 50th percentile on this topic. This is an area of growth for SIATech. When asked if people at their school understand them as a person, 31% of students responded favorably. When asked how connected they feel to adults at their school, 31% of students responded favorably. Among this question, rates were lower for Black and Hispanic youth (20% favorable response). When asked how much respect do students in your school show, 60% of students responded favorably. Among this question, rates were lower for Black and Hispanic youth (47% favorable response). When asked how much they matter to others at school, 31% of students responded favorably . There was no difference in race, grade, or gender on this question. When asked how much they feel like they belong at school, 52% of students responded favorably. This percentage was slightly lower for Black and Hispanic youth (41%). Action items that have occurred during the 2022-2023 school year to address this area of growth include training on Diversity, Equity, Inclusion (DEI) and Trauma-Sensitive Practices. Moving forward, a new advisory system will be implemented in 2023/2024 that focuses heavily on building connections and understanding the whole student through a MTSS approach using tools such as empathy interviewing. Additionally, an urban-youth mentoring program will be implemented in 2023-2024 to help address the difference in our black and hispanic students. Met 01MAY2023 2023 37684520114264 North County Trade Tech High 6 1. We learned that our students have a high level of comfort reaching out to the teachers and advisors. As a result, we will continue to emphasize our advisory model. 2. An area for growth ascertained from the data is that seniors feel more connected than freshmen, so our priority is more quickly integrating the 9th grade into the community with more targeted programming. 3. We continue to adjust both our advisory curriculum and our professional development for staff as a result for the data. One area we are currently working on is suicide awareness and prevention. Entering this school year we had all staff participate in a training and we are working with county resources to provide ongoing training. Met 13JUN2023 2023 37684520124917 Guajome Learning Centers 6 1. Guajome has learned that students feel safe and supported and they receive the one on one support that they are looking for. They appreciate the small school setting and they feel relationships are strong. The barriers the GLC program faces include the fact that students sometimes crave more opportunities to connect and that sometimes they are unable to access academic support from home. Our goal is to provide more opportunities for families to connect on campus and to provide intervention opportunities on campus as well. Met GLC includes academic support strategies for students as evidenced by the schools tutoring and bell schedules. Teachers meet with students twice a week to discuss assignments and answer questions. GLC has required weekly meetings for biology, chemistry, Spanish, and English. In addition, tutoring is available for math, science and Spanish. Multi-Tiered Support Strategies for students have been utilized through Google Classroom. Google Classrooms are created for specific subjects and include a variety of resources including EdPuzzle, Quizlets, and Instructional Videos. GLC has a focus on MTSS and the impact on student learning and well being as evidenced by their re-engagement policy for students that are struggling to maintain progress and growth. This policy utilizes parent communication, tutoring opportunities, and workshops in order to support student learning and well-being. 24 Students at GLC have access to co-curricular activities through local community partnerships. GLC students have access to participate in the clubs, dances, and extra curricular activities provided by Guajome Park Academy. Student voice for GLC is evidenced through mentoring and tutoring. Teachers are required to meet with students twice a week to offer support and feedback. 13JUN2023 2023 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 showed the culture of these grade levels needed 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 in Spring, 2023 showed a marked increase in the school's culture. 83% of students and families said they would recommend Bella Mente to other students and families, 80% said that the most important attribute Bella Mente provides is a safe and supportive learning environment, and 83% said that Bella Mente had clear and consistent rules for behavior. Bella Mente continues to strive to provide the best education for students in a safe and supportive learning and teaching environment. Met 13JUN2023 2023 37684523730942 Guajome Park Academy Charter 6 During the 2022-23 school year, Guajome Park Academy conducted school culture and climate surveys of parents, staff, and students in grades 3-12. The survey data was shared with teachers, leadership, and the Guajome Park Academy Board. Survey data informs goal-setting and decision-making at the instructional level, as well as at the schoolwide level through strategic planning. The surveys focused on the following categories: caring adults, high expectations, school safety, engagement, and student voice and choice. Students in grades 3-5 responded favorably to all categories, and especially high in caring adult relationships, expectations, and student voice. While most students reported being interested and engaged in school, more students responded feeling “sometimes” disengaged at school, so this would be an area of improvement for GPPA. Students in grades 6-12 responded favorably to caring adult relationships, expectations, safety, and engagement (extracurricular activities and electives). Areas of improvement include student voice and choice in the classroom and schoolwide, and engagement in classroom activities. The data was further disaggregated by grade level for the purpose of sharing with teachers’ grade level teams. We surveyed K-12 parents about their perceptions related to: communication, curriculum & instruction, assessment, school culture, school safety, and leadership. We provided the survey in English and Spanish, and received a total of 110 responses. Overall, responses indicated high parent satisfaction with the school. To address the areas of growth noted above, teachers continue to find ways to provide instruction that meets content standards, while providing students with opportunities to make choices about what they are learning, and how they demonstrate their learning. The school continues to expand opportunities for students to become leaders and decision makers by supporting our curricular and extracurricular programs. Met 15JUN2023 2023 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. 2021-2022 CHKS results: Students Connectedness All Students: 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 Students: 7th=68%, 9th=65%, 11th=58% Black/African American 7th=72%, 9th=60%, 11th=40% Hispanic/Latinx 7th=64%, 9th=68%, 11th=65% Been cyberbullied: All Students: 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 Students: 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 Students: 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 Students: 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 also conducts 4 check-in surveys with 3rd-12th students on school connectedness, safety, climate, and well-being. School Connectedness: 3rd-5th= 89%, 6th-8th= 79%, 9th-12th= 75% Emotional/Mental Health: 3rd-5th= 85%, 6th-8th= 75%, 9th-12th= 70% School Climate: 3rd-5th= 78%, 6th-8th= 72%, 9th-12th= 78% School Safety: 3rd-5th= 75%, 6th-8th= 87%, 9th-12th= 87% Student connectedness appears to be an area of concern for high school students based on the 2021-2022 CHKS. This is not showing as much of a concern on the check-in surveys administered during 2022-2023. Black students are also reporting less connectedness than all students. School connectedness is not an area of concern at elementary. Likewise, school safety presents as an area of concern, especially for high school students on the CHKS, but was not a concern on the check-in survey. Students are reporting increased rates of harassment, bullying, and/or students not being nice and is an area being addressed as part of the district’s Diversity, Equity, Inclusion, and Belonging (DEIB) strategic plan. Students’ mental and social emotional health is also a continued area of focus, and is being addressed by providing additional counselors and professional learning for staff. Met 28JUN2023 2023 37735690000000 Oceanside Unified 6 Oceanside Unified administers the Panorama Survey two times a year and the Local Control Accountability Plan (LCAP) surveys annually. The LCAP surveys are created by a committee of educational partners. There were over 1000 to 4000 responses to the LCAP surveys ,and a 95% completion rate was required for the Panorama Surveys. Data: School Safety: LCAP Survey Question: Do you feel safe at school: Always or Agree and Strongly Agree: Grade K-2: 82% Grade 3-5: 58% Grade 6-12: 45% Families: 72% School Connectedness: LCAP Survey Question: Adult who always cares about me: Grade K-12: 86% Grade 3-5: 66% Grade 6-12: 51% Families: 85% LCAP Survey Question: I always like coming to school: Grade K-12: 67% Grade 3-5: 58% Grade 6-12: 35% Panorama topic: Teacher-Student Relationships: 79% favorable answers. This score is near the 90th percentile compared nationwide. Panorama Topic: Sense of Belonging: 67% favorable answers. This is near the 80th percentile compared nationwide. Meaning: It is clear that the perceived safety and connectedness is lower at the higher grades. We see that overall a majority of our students feel safe and connected. When comparing nationwide we see that Oceanside has more favorable outcomes than many other school districts. Oceanside needs to continue building relationships with our students and ensuring safety at our schools. Use: OUSD provides school counselors and assistant principals for all schools. We also have 6 Community Schools to address the needs of the community in support of student achievement. There is a continued 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. 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. -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 schools have 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. -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 dedicated to building safe and affirming campuses where students have a strong sense of belonging. O Met 13JUN2023 2023 37735690136267 Coastal Academy Charter 6 Coastal Academy 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 measures the school climate of students and their perception on programs, events, and activities through a variety of measures including the Gallup Student Poll, which was given to students in grades 5-12 in October 2022. Overall the rating in engagement, which covers engagement in the school community including feeling safe at school, was 3.90 out of 5.0. Overall the rating in Belonging, which covers feeling accepted and included as part of the school was 3.81 out of 5.0. Met 23MAY2023 2023 37735693731221 Pacific View Charter 6 PVC conducts biannual student surveys. The last survey was issued at the end of the school year 2023. 94% of responding students rated their overall satisfaction with the school as good to great. 96% 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 81% 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 PVC. 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. Met 20JUN2023 2023 37737910000000 San Marcos Unified 6 The San Marcos Unified School District utilizes several educational partner surveys, including the California Healthy Kid Survey, Speak Up Survey, Panorama Survey, and LCAP Survey. Key Findings Include: 74% of elementary students perceived that their school has at least one “caring adult” 56% of secondary students perceived their school has at least one “caring adult” 84% of elementary students perceived that their school is “safe” or “very safe” 63% of secondary students perceived that their school is “safe” or “very safe” 32% of secondary students expressed experiencing “bullying/harassment” 74% of elementary students perceived that their school has an “Anti-bullying Climate.” 63% of English only speaking parents agreed with the statement, “I feel my child is emotionally safe at school” 63% of parents of Emergent Bilingual students agreed with the statement, “I feel my child is emotionally safe at school” 48% of students in grades 6-8 agreed with the statement “I feel emotionally safe at school” 49% of students in grades 9-12 agreed with the statement “I feel emotionally safe at school” 78% of elementary students responded that they feel “Connectedness” with their school. 58% of secondary students responded that they feel “Connectedness” with their school. 75% of elementary students indicated that they feel “Chronic sadness/feelings of hopelessness” 57% of secondary students indicated that they feel “Chronic sadness/feelings of hopelessness” The survey results indicate that SMUSD schools have notable strengths in fostering caring relationships, safety, and connectedness, particularly in elementary schools. This is particularly true in the elementary grades, where nearly three quarters indicated that their school has caring adults, is safe, has an anti-bullying environment, and overall feel connected to school. Moreover, more than half of English speaking and parents of Emergent Bilingual students indicated that they feel their child’s school is emotionally safe. Regarding areas of need, around half of students in sixth through ninth grades feel emotionally safe at school. Moreover, 57% of secondary students expressed chronic sadness and/or hopelessness. Addressing these areas is crucial for improving the overall school climate and ensuring the well-being of all students. To address school climate, student connectedness and mental health needs, SMUSD shall provide a variety of actions and programs at both the school site and district-wide levels. Some of these supports include providing counselors and social workers at all schools, social-emotional curriculum for all grade levels, and an online mental health service for students and SMUSD staff. To address issues of bullying, SMUSD is providing Positive Behavior Intervention and Supports (PBIS) and Anti-bullying training. Also, to support our students' mental health and sense of connectedness to schools, SMUSD provides district-wide training and resources on equity and inclusivity. Met 22JUN2023 2023 37737910138222 Pivot Charter School - San Diego II 6 1. DATA: A local climate survey of Pivot Charter School students and parents was conducted. Results were generally positive, with 100% of students indicating they felt Pivot was a welcoming and friendly place, 1009% of students indicating that their teachers were sensitive to their needs, and 94.4% 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 100% indicating that they were satisfied with Pivot Charter School and 92.3% 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, 83.3% indicated that they believed their student was prepared. 2. MEANING: An area indicated as a need for improvement was in the area of social and emotional development and counseling. Many students commented that they want to see more clubs or social events at the resource center. 3. USE: Next year we will be launching a program called Pivot PRIDE across all Pivot campuses with the goal of improved culture and climate along with explicit Social Emotional Learning targets. This program will include the development of Pivot core values that are streamlined for best student and community understanding using the letters of PRIDE. Each month of the school year will be focused on a different letter/value which is also connected to a Social-Emotional Learning key competency. For example, in September the focus will be PERSEVERANCE and the SEL competency of Self-Awareness. Throughout the month there will be weekly homeroom lessons focused on the related SEL skills, monthly fun pep rallies around the core value, and challenges that students will participate in throughout the month to earn badges and positive recognition. Each month resources will also be sent to student’s caregivers extending the work being done at school. There will also be increased on-campus events and opportunities through Pivot PRIDE, in addition to virtual events such as pep rallies and homerooms. Met 15JUN2023 2023 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. Met 13JUN2023 2023 37754160122796 All Tribes Elementary Charter 6 Not Met For Two or More Years 2023 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. 135 students in CPC-SD participated in the school climate survey that was available to all grade levels K-12. Participation rates were as follows: 1 students in grades K-5, 26 student in grades 6-8, and 108 students in grades 9-12. 99.3% of students agreed that their teacher cares about their education and helps them to succeed. 97% of students indicated that they feel safe a welcome to meet with their teacher to discuss their school work. 92.6% of students indicated that if they have a problem, they know someone at school they can talk to for support. 94.1% of students stated that overall, they feel satisfied with their school. MEANING Areas of strenght are that the survey results indicate that, CPC-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 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. CPCS will continue to focus on 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. Met 20JUN2023 2023 37754160138651 San Diego Mission Academy 6 In the spring of 2023, 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% students 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. During the school year, 100% staff reported that they felt safe, and 100% staff 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 07JUN2023 2023 37754160139378 Sage Oak Charter School - South 6 "This measure addresses information regarding the school environment based on a local climate survey administered to stakeholders every year on the topics of school safety and connectedness. Parent participants with students in following student groups: EL 23.3% Foster Youth 0.0% Homeless Youth 3.3% Student with a Disability 6.7% Title 1 3.3% None of the Above 70.0% Parent participants with following student ethnicity: White 46.7% Hispanic/Latino 6.7% African American 0.0% Asian 0.0% Filipino 0.0% American Indian/Alaskan Native 0.0% Two or more races 33.3% Declined to State 13.3% Overall % Parent in agreement with: Improving the Academic Achievement of Students 96.7% Positive School Climate & Connectedness 94.5% Establishing Connections and Partnerships 94.3% College and Career Readiness and Technical Education 77.4% Overall Satisfaction and Input 95.0% ""Meaning: Overall high satisfaction rating of our school. Parent student group and ethnicity data demonstrates educational partner engagement and the school's building partnerships with parents. Use: Collaborate on strategies to invite and encourage participation of all parent groups."" Student Participants: EL 14.3% Students with a Disability 14.3% Foster Youth 0.0% Homeless Youth 0.0% Title 1 0.0% None of the Above 71.4% Overall % 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 100.0% I have access to 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 100.0% 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 85.7% 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 71.4% 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 supports through social media, educational partners' emails, and discussions at learning period meetings." Met Positive School Climate Student Survey results Student Participants: EL 14.3% Students with a Disability 14.3% Foster Youth 0.0% Homeless Youth 0.0% Title 1 0.0% None of the Above 71.4% Overall % in agreement with: School's High Expectations for Student Performance 100.0% School Safety 100% Respectful School Climate 100.0% Caring Adults at School that Support Students 100.0% Social and Emotional Learning 92.85% Growth Mindset 100.0% 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. 22JUN2023 2023 37754160139386 Excel Academy Charter 6 "DATA - Educational Partners’ Input: 96.7% of survey respondents ""agree"" that EACS' vision and mission are clear and understandable. 93.8% of survey respondents ""agree"" that the overall school organization lends itself to efficiency and student achievement. 97% of the survey respondents “agree” that EACS and teachers clearly communicate academic expectations and encourage academic excellence. 93.4% 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. 92.4% of survey respondents ""agree"" that EACS uses assessment data to modify and monitor curriculum and instruction of students. 97% of survey respondents “agree” that they feel safe and welcome to meet with their child’s teachers or school staff to discuss student progress. 97.4% of survey respondents “agree” that their child’s school has developed a partnership with them to support their child’s academic learning and achievement. 95.4% of survey respondents “agree” that the school demonstrates good effort in providing opportunities for involvement and input. 98% 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. 97% of high school parent survey respondents “agree” that the school provides opportunities for high school students to participate in CTE courses or graduation pathways. Students in grades 6-12 100% of survey respondents ""agree"" that the ToR is available to speak with them when they need guidance. 94.8% of survey respondents"" agree"" that they are satisfied with their school. 86.6% of survey respondents ""agree"" that the curriculum and instruction are engaging and they are able to complete the coursework on time. MEANING: The survey results are shared with educational partners to address trends in the input during the ELAC, SSC, and all staff meetings. 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. Testimonials “I am so pleased and impressed with Excel. I appreciate the team of teachers and professionals that have made our transition from brick and mortar school to a virtual school so seamless. Our teacher is extremely responsive and creative in her support to our family.” “Please continue with this outstanding approach to education, it is greatly appreciated!” USE: EACS takes pride in focusing on continuous improvement by analyzing current curriculum options, internal assessments, and educational partner feedback to ensure students are being provided the best education that serves their individual needs." Met 22JUN2023 2023 37754160139451 Pathways Academy Charter School - Adult Education 6 2022-23 Input Survey Data: EL 15.4%, Foster Youth 3.1%, Homeless 6.2%, Low Socio economic 9.2%, Student with IEP 7.7%, Student 72.3%, Parent 12.3%, Educational Partner 16.9%, PACSAE Team Member 9.2% School Climate Survey Results: 100% indicated that they feel safe while working in the school online coursework 100% indicated that they feel safe and welcome to meet with their teacher to discuss their progress 100% indicated they they feel a genuine connection with the teacher and that she/he really cares about their success in school 100% indicated that they feel their input is valued and respected when collaborating with the teacher or school staff and administration 94.4% Indicated that 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: Results of the student survey indicates immense satisfaction with the PACSAE school climate. 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 increase confidence and improve 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 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 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. Use: 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. 06JUN2023 2023 37754166119275 All Tribes Charter 6 Not Met For Two or More Years 2023 37756140000000 Valley Center-Pauma Unified 6 VCPUSD administers a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness. VCPUSD administered the California Healthy Kids Survey (CHKS) in grades 7, 9 and 11. District administration and school sites received the findings and reports. Local climate survey results are referenced in the VCPUSD Local Control and Accountability Plan (LCAP) and connected to LCAP goals and actions. 2023 Parent/ Guardian Survey Data School Connectedness: 84% Feel Safe at School: 74% Caring Adult Relationships: 2023 Staff Survey Data School Connectedness: 87% Feel Safe at School: 62% Caring Adult Relationships: 2022 California Healthy Kids Survey Date: School Connectedness Grade 7 - 50% Grade 9 - 51% Grade 11 - 50% Feel Safe at School Grade 7 - 46% Grade 9 - 47% Grade 11 - 52% Caring Adult Relationships: Grade 7 - 47% Grade 9 - 49% Grade 11 - 53% 2022/2023 Local Survey Data School Connectedness Grade 5 - 71% Grade 9 & 12 - 82% Feel Safe at School Grade 5 - 79% Grade 10 &12 - 76% Caring Adult Relationships: Grade 5 - 79% Grade 10 & 12 - 89% A comparison of the overall percentages between the 2022 and 2023 school year cannot be done fully due to the use of two different survey tools. The CHKS used in 2022 and the local survey tools used in 2023. The overall responses do suggest increases for the students survey between the two years with increases in the areas of School Connectedness, School Safety, and Caring Adult Relationships. VCPUSD 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. VCPUSD 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 areas. Met 22JUN2023 2023 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 2022/23 school year at each High Tech High high school indicated that HTH schools were at the 70th national percentile for the degree to which students believe discipline is fair. Met 21JUN2023 2023 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 2022/23 school year at each High Tech High high school indicated that HTH schools were at the 70th national percentile for the degree to which students believe discipline is fair. Met 21JUN2023 2023 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 2022/23 school year at each High Tech High high school indicated that HTH schools were at the 70th national percentile for the degree to which students believe discipline is fair. Met 21JUN2023 2023 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 2022/23 school year at each High Tech High high school indicated that HTH schools were at the 70th national percentile for the degree to which students believe discipline is fair. Met 21JUN2023 2023 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 2022/23 school year at each High Tech High high school indicated that HTH schools were at the 70th national percentile for the degree to which students believe discipline is fair. Met 21JUN2023 2023 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 2022/23 school year at each High Tech High high school indicated that HTH schools were at the 70th national percentile for the degree to which students believe discipline is fair. Met 21JUN2023 2023 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 2022/23 school year at each High Tech High high school indicated that HTH schools were at the 70th national percentile for the degree to which students believe discipline is fair. Met 21JUN2023 2023 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 2022/23 school year at each High Tech High high school indicated that HTH schools were at the 70th national percentile for the degree to which students believe discipline is fair. Met 21JUN2023 2023 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 2022/23 school year at each High Tech High high school indicated that HTH schools were at the 70th national percentile for the degree to which students believe discipline is fair. Met 21JUN2023 2023 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 2022/23 school year at each High Tech High high school indicated that HTH schools were at the 70th national percentile for the degree to which students believe discipline is fair. Met 21JUN2023 2023 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 was the last available report: 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 has recently begun 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 28JUN2023 2023 37768516113468 Vivian Banks Charter 6 Not Met For Two or More Years 2023 37770990000000 SBE - Grossmont Secondary 6 1. GSS 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 on 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, the school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2022-2023, GSS exceeded this metric. Over 97.9% of students reported that they felt safe at GSS and 95.7% 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 2022-2023 GSS’s suspension rate was 0.0% and expulsion rate was 0.0%. 2. 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. Confidence surveys show an increase after 90 days of enrollment in students’ confidence in their ability and skills to learn and succeed in school and in their receiving of the support from their teacher to succeed in school compared to prior to enrolling. 3. In addition to an Annual LCAP Stakeholder Engagement Survey the LEA will also administer the California Healthy Kids Survey (CHKS) to evaluate students’ perceptions of mental health, social-emotional health and overall school climate and connectedness. Educational partners have provided feedback that children and youth in transition need additional academic, physical, emotional, and mental health needs. To address these needs, a homeless and foster youth liaison will provide case management services to children and youth in transition and other vulnerable student groups. Research indicates that a dedicated homeless and foster youth liaison in schools can contribute to improving educational outcomes, promoting stability, and fostering a supportive and inclusive environment for these vulnerable populations. Met 22JUN2023 2023 37770990136077 Grossmont Secondary 6 1. GSS 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 on 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, the school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2022-2023, GSS exceeded this metric. Over 97.9% of students reported that they felt safe at GSS and 95.7% 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 2022-2023 GSS’s suspension rate was 0.0% and expulsion rate was 0.0%. 2. 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. Confidence surveys show an increase after 90 days of enrollment in students’ confidence in their ability and skills to learn and succeed in school and in their receiving of the support from their teacher to succeed in school compared to prior to enrolling. 3. In addition to an Annual LCAP Stakeholder Engagement Survey the LEA will also administer the California Healthy Kids Survey (CHKS) to evaluate students’ perceptions of mental health, social-emotional health and overall school climate and connectedness. Educational partners have provided feedback that children and youth in transition need additional academic, physical, emotional, and mental health needs. To address these needs, a homeless and foster youth liaison will provide case management services to children and youth in transition and other vulnerable student groups. Research indicates that a dedicated homeless and foster youth liaison in schools can contribute to improving educational outcomes, promoting stability, and fostering a supportive and inclusive environment for these vulnerable populations. Met 22JUN2023 2023 37771070000000 SBE - Sweetwater Secondary 6 1. SSS administers an Annual LCAP Stakeholder Engagement Survey to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. Over the last five years, survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted on 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, the school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2022-2023, SSS exceeded this metric. Over 98.1% of students reported that they felt safe at SSS and 99.2% 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 2022-2023 SSS’s suspension rate was 0.0% and expulsion rate was 0.0%. 2. 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. Confidence surveys show an increase after 90 days of enrollment in students’ confidence in their ability and skills to learn and succeed in school and in their receiving of the support from their teacher to succeed in school compared to prior to enrolling. 3. In addition to an Annual LCAP Educational Partner Engagement Survey the LEA will also administer the California Healthy Kids Survey (CHKS) to evaluate students’ perceptions of mental health, social-emotional health and overall school climate and connectedness. Educational partners have provided feedback that children and youth in transition need additional academic, physical, emotional, and mental health needs. To address these needs, a homeless and foster youth liaison will provide case management services to children and youth in transition and other vulnerable student groups. Research indicates that a dedicated homeless and foster youth liaison in schools can contribute to improving educational outcomes, promoting stability, and fostering a supportive and inclusive environment for these vulnerable populations. Met 22JUN2023 2023 37771070136473 Sweetwater Secondary 6 1. SSS administers an Annual LCAP Stakeholder Engagement Survey to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. Over the last five years, survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted on 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, the school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2022-2023, SSS exceeded this metric. Over 98.1% of students reported that they felt safe at SSS and 99.2% 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 2022-2023 SSS’s suspension rate was 0.0% and expulsion rate was 0.0%. 2. 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. Confidence surveys show an increase after 90 days of enrollment in students’ confidence in their ability and skills to learn and succeed in school and in their receiving of the support from their teacher to succeed in school compared to prior to enrolling. 3. In addition to an Annual LCAP Educational Partner Engagement Survey the LEA will also administer the California Healthy Kids Survey (CHKS) to evaluate students’ perceptions of mental health, social-emotional health and overall school climate and connectedness. Educational partners have provided feedback that children and youth in transition need additional academic, physical, emotional, and mental health needs. To address these needs, a homeless and foster youth liaison will provide case management services to children and youth in transition and other vulnerable student groups. Research indicates that a dedicated homeless and foster youth liaison in schools can contribute to improving educational outcomes, promoting stability, and fostering a supportive and inclusive environment for these vulnerable populations. Met 22JUN2023 2023 37771560000000 SBE - Vista Springs Charter 6 "In 2022-23, as part of the 2023 LCAP Educational Partner Survey, all students were asked to complete 24 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 students like, with helpful teachers and interesting activities, within a safe and connected environment where students follow the rules and are treated fairly. All students were encouraged to participate. On average, students responded positively to 59%, neutrally/I don't know to 26%, and negatively to 15% 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,” (82% of students responded ""yes"" and “I think my teachers work hard to help me with my schoolwork"" (81% of students responded ""yes""). The two statements with the highest negative ratings were: “I think this school has helped me learn about colleges” (37% of students responded ""no""), and “I have seen problems between people who look different,” (39% of students responded ""yes"" 35% responded “no” and 27% responded “neutral/I don’t know; 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 2023. The school plans to include a segment of the CHKS again in the 2023-24 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 Mental Health Services by partnering with Care Solace to provide students, staff, and families a connection to verified mental health providers 24 hours a day, 7 days a week, in 200+ languages. The school has also established a new partnership with Barstow Community College, increasing access to concurrently earn high school and college credits. We are proud to note that teachers and educational specialists have been recognized by students as their top choices in the survey for two years in a row. Conscientious support has a lasting positive effect on students both inside and outside of a classroom setting." Met 08JUN2023 2023 37771560137323 Vista Springs Charter 6 "In 2022-23, as part of the 2023 LCAP Educational Partner Survey, all students were asked to complete 24 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 students like, with helpful teachers and interesting activities, within a safe and connected environment where students follow the rules and are treated fairly. All students were encouraged to participate. On average, students responded positively to 59%, neutrally/I don't know to 26%, and negatively to 15% 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,” (82% of students responded ""yes"" and “I think my teachers work hard to help me with my schoolwork"" (81% of students responded ""yes""). The two statements with the highest negative ratings were: “I think this school has helped me learn about colleges” (37% of students responded ""no""), and “I have seen problems between people who look different,” (39% of students responded ""yes"" 35% responded “no” and 27% responded “neutral/I don’t know; 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 2023. The school plans to include a segment of the CHKS again in the 2023-24 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 Mental Health Services by partnering with Care Solace to provide students, staff, and families a connection to verified mental health providers 24 hours a day, 7 days a week, in 200+ languages. The school has also established a new partnership with Barstow Community College, increasing access to concurrently earn high school and college credits. We are proud to note that teachers and educational specialists have been recognized by students as their top choices in the survey for two years in a row. Conscientious support has a lasting positive effect on students both inside and outside of a classroom setting." Met 08JUN2023 2023 37771640000000 SBE - College Preparatory Middle 6 Student Survey Results 5/23/23 Students Value: Their teachers-they care a lot about students learning Adults are kind/here to help School schedule and organization Culture is academically focused Students are held to high expectations for behavior Homework is challenging -they are learning Students want: Clubs/activities PE and Sports Less Homework-balance Help with developing study skills Time to get to know peers and make friends Stress management strategies Student Survey results indicate that 80% of our students feel safe on campus. 70% feel there is an adult on campus to help them if they have a problem. 83% feel Tutorial with their teachers is helpful. In response to our survey results: CPMS Hired a full time Counselor to provide Social Emotional Support to foster positive school culture/school connectedness and feelings of safety amongst students, staff and families. To address our students and parents desire to have some extracurricular activities, we were able to provide teacher led after school clubs/activities for enrichment. We served 240 students in the 4:00-5:00 P.M. hour. We would like to continue to provide this enrichment in the coming school year. We continue to offer after school tutorial to provide academic support for all of our students. We plan to restructure our ASB to include more opportunities for students to fully participate in school activities and decision making. Met 14JUN2023 2023 37771640137356 College Preparatory Middle 6 Student Survey Results 5/23/23 Students Value: Their teachers-they care a lot about students learning Adults are kind/here to help School schedule and organization Culture is academically focused Students are held to high expectations for behavior Homework is challenging -they are learning Students want: Clubs/activities PE and Sports Less Homework-balance Help with developing study skills Time to get to know peers and make friends Stress management strategies Student Survey results indicate that 80% of our students feel safe on campus. 70% feel there is an adult on campus to help them if they have a problem. 83% feel Tutorial with their teachers is helpful. In response to our survey results: CPMS Hired a full time Counselor to provide Social Emotional Support to foster positive school culture/school connectedness and feelings of safety amongst students, staff and families. To address our students and parents desire to have some extracurricular activities, we were able to provide teacher led after school clubs/activities for enrichment. We served 240 students in the 4:00-5:00 P.M. hour. We would like to continue to provide this enrichment in the coming school year. We continue to offer after school tutorial to provide academic support for all of our students. We plan to restructure our ASB to include more opportunities for students to fully participate in school activities and decision making. Met 14JUN2023 2023 37771720000000 SBE - Baypoint Preparatory Academy San Diego 6 BPA-SD administration consulted with all educational partners. To ensure BPA-SD elicited substantial representation and meaningful engagement, students, staff, and parents/guardians were consulted through various methods of communication, including surveys, Zoom meetings, phone calls, emails, and school website posting. PAC and ESWED meetings were held monthly/quarterly, and the BPA-SD administration shared and discussed LCAP goals, areas of progress, and the greatest needs of the school community. Parents/Guardians discussed issues related to school life, support for student growth, and shared ideas for establishing a collaborative effort to build a positive school culture. During these meetings, parents/guardians were presented with information about the 2023-24 LCAP and the need for feedback, suggestions, and ideas in order to modify actions to make progress toward the goals. All educational partners collaborated to identify and address areas of need and were open to final remarks at the Governing Board meeting. Their suggestions were prioritized and organized into actions. Parents/Guardians and teachers showed concern about the need for supplemental ELA and Math instruction in the area of foundational skills as well as students' social-emotional well-being. Teachers and administrative staff expressed the continued need for parent/guardian attendance/involvement at the PAC and ESWED meetings. Teachers and parents/guardians expressed interest in the academic improvement of all students. Through the LCAP, BPA-SD addressed this by monitoring the progress toward the set goal for all students to make academic progress on i-Ready internal assessments administered tri-annually, and CAASPP administered annually. As BPA-SD’s facility continues to expand, the educational partners would like to see continued improvements in the security and safety of the site. BPA-SD is committed to providing students and staff with a safe environment. The goal is to keep all educational partners educated and well-informed about the school's safety practices: -The use of practice safety drills. -Sharing how access to school buildings is controlled by locking and monitoring doors during school hours. -The use of security cameras to monitor the school. -The requirement for staff to wear badges with photo IDs. -The enforcement of student dress code. -The use of random sweeps for prohibited items (listed in the Student/Parent Handbook). -The practice of periodic campus security risk assessments. -The goal of building student-teacher/staff relationships for social-emotional wellness to foresee declining school performance and interest in school (social frustration, social withdrawal, etc.). BPA-SD actively made every effort to collaborate with educational partners to identify and incorporate school-specific goals related to state and local priorities. Met 27JUN2023 2023 37771720138099 Baypoint Preparatory Academy - San Diego 6 BPA-SD administration consulted with all educational partners. To ensure BPA-SD elicited substantial representation and meaningful engagement, students, staff, and parents/guardians were consulted through various methods of communication, including surveys, Zoom meetings, phone calls, emails, and school website posting. PAC and ESWED meetings were held monthly/quarterly, and the BPA-SD administration shared and discussed LCAP goals, areas of progress, and the greatest needs of the school community. Parents/Guardians discussed issues related to school life, support for student growth, and shared ideas for establishing a collaborative effort to build a positive school culture. During these meetings, parents/guardians were presented with information about the 2023-24 LCAP and the need for feedback, suggestions, and ideas in order to modify actions to make progress toward the goals. All educational partners collaborated to identify and address areas of need and were open to final remarks at the Governing Board meeting. Their suggestions were prioritized and organized into actions. Parents/Guardians and teachers showed concern about the need for supplemental ELA and Math instruction in the area of foundational skills as well as students' social-emotional well-being. Teachers and administrative staff expressed the continued need for parent/guardian attendance/involvement at the PAC and ESWED meetings. Teachers and parents/guardians expressed interest in the academic improvement of all students. Through the LCAP, BPA-SD addressed this by monitoring the progress toward the set goal for all students to make academic progress on i-Ready internal assessments administered tri-annually, and CAASPP administered annually. As BPA-SD’s facility continues to expand, the educational partners would like to see continued improvements in the security and safety of the site. BPA-SD is committed to providing students and staff with a safe environment. The goal is to keep all educational partners educated and well-informed about the school's safety practices: -The use of practice safety drills. -Sharing how access to school buildings is controlled by locking and monitoring doors during school hours. -The use of security cameras to monitor the school. -The requirement for staff to wear badges with photo IDs. -The enforcement of student dress code. -The use of random sweeps for prohibited items (listed in the Student/Parent Handbook). -The practice of periodic campus security risk assessments. -The goal of building student-teacher/staff relationships for social-emotional wellness to foresee declining school performance and interest in school (social frustration, social withdrawal, etc.). BPA-SD actively made every effort to collaborate with educational partners to identify and incorporate school-specific goals related to state and local priorities. Met 27JUN2023 2023 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. Panorama Survey 22-23 Student Survey Completion: Elementary responses 6,009 responses, Secondary responses 16,732 responses Staff Survey Completion: 4,059 responses Parent Survey Completion: 12,569 responses SEL Survey Positive response rate for Growth Mindset (Elementary students) 18-19: 69% 20-21: 68% 21-22: 66% 22-23: 67% Positive response rate for Self Efficacy (Elementary students) 18-19: 57% 20-21: 54% 21-22: 52% 22-23: 53% Positive response rate for Self Management (Elementary students) 18-19: 67% 20-21: 72% 21-22: 66% 22-23: 66% Positive response rate for Social Awareness (Elementary students) 18-19: 65% 20-21: 65% 21-22: 61% 22-23: 61% Positive response rate for Growth Mindset (Secondary students) 18-19: 69% 20-21: 69% 21-22: 66% 22-23: 67% Positive response rate for Self Efficacy (Secondary students) 18-19: 57% 20-21: 57% 21-22: 56% 22-23: 52% Positive response rate for Self Management (Secondary students) 18-19: 71% 20-21: 69% 21-22: 68% 22-23: 69% Positive response rate for Social Awareness (Secondary students) 18-19: 61% 20-21: 62% 21-22: 60% 22-23: 61% Social Emotional Learning/ Culture Climate data, as measured by our Panorama survey, for our foster youth students are lower in comparison to non-foster youth students in SFUSD. After coming back from distance learning, this disparity has increased. In addition to the actions listed above, we have additional actions within our LCAP that we have implemented in service of improving outcomes for our foster youth. In 2022-23, 59% of students responded favorably for Sense of Belonging. A 3-year downward trend is observed overall and across all student groups. The unusually high scores in 2020-21 occurred when most students were engaged in distance learning. This school year we aim to increase students' sense of belonging by: -Explore factors and structures that contribute to strong and affirming school culture & climate. -Understand survey data that measures a sense of belonging for students and adults within schools. -Begin to identify additional variables that build and sustain a sense of belonging for members within a community. We will engage educators across all levels of our system in a PLC to Build and Sustain a Sense of Belonging for ALL. Met 20JUN2023 2023 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. Panorama Survey 22-23 Student Survey Completion: Elementary responses 6,009 responses, Secondary responses 16,732 responses Staff Survey Completion: 4,059 responses Parent Survey Completion: 12,569 responses SEL Survey Positive response rate for Growth Mindset (Elementary students) 18-19: 69% 20-21: 68% 21-22: 66% 22-23: 67% Positive response rate for Self Efficacy (Elementary students) 18-19: 57% 20-21: 54% 21-22: 52% 22-23: 53% Positive response rate for Self Management (Elementary students) 18-19: 67% 20-21: 72% 21-22: 66% 22-23: 66% Positive response rate for Social Awareness (Elementary students) 18-19: 65% 20-21: 65% 21-22: 61% 22-23: 61% Positive response rate for Growth Mindset (Secondary students) 18-19: 69% 20-21: 69% 21-22: 66% 22-23: 67% Positive response rate for Self Efficacy (Secondary students) 18-19: 57% 20-21: 57% 21-22: 56% 22-23: 52% Positive response rate for Self Management (Secondary students) 18-19: 71% 20-21: 69% 21-22: 68% 22-23: 69% Positive response rate for Social Awareness (Secondary students) 18-19: 61% 20-21: 62% 21-22: 60% 22-23: 61% Social Emotional Learning/ Culture Climate data, as measured by our Panorama survey, for our foster youth students are lower in comparison to non-foster youth students in SFUSD. After coming back from distance learning, this disparity has increased. In addition to the actions listed above, we have additional actions within our LCAP that we have implemented in service of improving outcomes for our foster youth. In 2022-23, 59% of students responded favorably for Sense of Belonging. A 3-year downward trend is observed overall and across all student groups. The unusually high scores in 2020-21 occurred when most students were engaged in distance learning. This school year we aim to increase students' sense of belonging by: -Explore factors and structures that contribute to strong and affirming school culture & climate. -Understand survey data that measures a sense of belonging for students and adults within schools. -Begin to identify additional variables that build and sustain a sense of belonging for members within a community. We will engage educators across all levels of our system in a PLC to Build and Sustain a Sense of Belonging for ALL. Met 20JUN2023 2023 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. 66% 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. 43% 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. 06JUN2023 2023 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. 86% 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. 06JUN2023 2023 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 Connection between senior/executive leadership and all school is lacking in trust Teachers are overwhelmed with their ever growing list of responsibilities Next Steps Continue to build re-build relationships, especially between management and teaching staff Transition to the new student information system and creating new policies an procedures that descrease the amount of administrative tasks teachers have to hold so they can focus on students and teaching 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 and online learning for all students Continue to offer extend learning hours so that students can attend school despite busy schedules; adjust site hours where appropriate to make the changes more permanent Push for more student access in custody environments - more consistent classes and regular time meeting with teachers Met 29JUN2023 2023 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 the 22-23 school year, most students felt CAL was safe and reported they could access teacher support if needed. Similarly the vast majority of respondents reported positively about their sense of school belonging. Met 15JUN2023 2023 38684780118141 Five Keys Independence HS (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 Connection between senior/executive leadership and all school is lacking in trust Teachers are overwhelmed with their ever growing list of responsibilities Next Steps Continue to build re-build relationships, especially between management and teaching staff Transition to the new student information system and creating new policies an procedures that descrease the amount of administrative tasks teachers have to hold so they can focus on students and teaching 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 and online learning for all students Continue to offer extend learning hours so that students can attend school despite busy schedules; adjust site hours where appropriate to make the changes more permanent Push for more student access in custody environments - more consistent classes and regular time meeting with teachers Met 29JUN2023 2023 38684780123265 Gateway Middle 6 At Gateway Middle School we administered the California Healthy Kids Survey to students in grades 6-8 and we also administered a local survey to gauge school climate. We reviewed the results as a whole and also with particular attention paid to questions related to student perceptions of school safety and connectedness. We disaggregated our data to look at relevant subgroups including ethnicity/race, grade levels, and gender. Though there were differences among these groups on certain questions, we found no discernable trends across multiple questions or subjects. We are pleased to report the following results of the survey: • Across all students at Gateway Middle School, the vast majority responded that “There is a teacher who really cares about me at my school;” only 8% of students disagreed with that statement. • Across all students at Gateway Middle School, the vast majority responded “I feel part of the school;” 12% disagreed with that statement. • Across all students at Gateway Middle School, the vast majority of students responded that “Teachers treat students fairly at my school;” 13% disagreed with that statement. • Across all students at Gateway Middle School, the vast majority responded “I feel safe at my school;” 11% disagreed with that statement. Met 24MAY2023 2023 38684780123505 Mission Preparatory 6 According to survey results, 79% of K-2 students, 67% of 3rd-5th grade students, and 55% of 6th through 8th grade students feel safe at school. Additionally, 99% of K-2 students, 84% of 3rd-5th graders, and 71% of 6th through 8th grade students feel connected to their teacher. Mission Preparatory School is committed to providing a high level of social emotional and mental health support for students. This year the school has provided 3.5 full time counselors to address student needs. The school is also creating more opportunities for student voice and opportunities for autonomy in order to create critical thinkers who can be changemakers in their communities. School culture successes can also be attributed to an intensive focus on implementation of restorative justice practices in classrooms and on a school-wide basis. Through our partnership with The New Teacher Project (TNTP), the school is in the second year of restorative practices implementation as it relates to school culture. The school plans to shift the anti-racist pedagogy professional development sessions to begin to think about how this pertains to differentiating instructional strategies and content as well. Differentiation must meet student needs while not lowering expectations, and student needs must be addressed in a whole child manner. These shifts will be the focus of the TNTP professional development work next year. Met 15JUN2023 2023 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. 59% 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. 47% 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. 06JUN2023 2023 38684783830429 Life Learning Academy Charter 6 We administered the Annual DCYF Workforce and Educational program participant survey as our annual climate survey. The students rated themselves and our program based on a 5 point scale with 3 being a neutral score. Our students’ averaged responses showed up in a range of 3.55-4.39 when talking about their beliefs about themselves and their abilities. A relative strength was that students reported a 4.39 on being able to respect views that are different from theirs. Ability to succeed on challenging tasks was an area where we saw the biggest drop from last year’s score of 4 to this year's score of 3.5. Students reported an average score of 3.7 on last year’s survey. We will continue to provide students with frequent feedback on their progress and achievement around challenging tasks to help them build up their self-confidence and see their progress on challenging tasks. Students positively identified that the program at LLA helped them learn how to get the help they need to succeed, worked well with others, were better equipped to handle problems and challenges, they have clearer goals for the future, and a positive outlook on their future. The two areas of improvement were that students didn’t identify that they spend more time reading as a result of our programing and that time management is still a relative challenge for them. The 2.82 average response for more time spent reading was a drop from last year’s 3.2 and is something that we will gather more data on in the fall to get better insight into how much students are reading outside of school. Students responded positively when talking about their relationship with the staff. They felt strongly that program staff promotes respect for diversity, that they care about the students, believe that they will become a success, encourage them to work hard, and that they make them feel comfortable enough to share their cultural background and other aspects of their identity. The two areas of growth were staff understanding what students’ lives are like outside of school (3.18) and understanding their family’s culture (3.42). Understanding family culture is an area that has shown up as relative weakness for the past two years and is something that we plan on working with the student council to dig deeper into and better understand how we can change that perception for students. When asked if they would recommend the program to a friend the average score was 3.92 and a 3.79 for liking coming to school. Students also reported feeling physically safe at the program, with an average score of 4.05 Met 27JUN2023 2023 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. GHS: At Gateway High School we administered the California Healthy Kids Survey to students in grades 9-12. We reviewed the results as a whole and also with particular attention paid to questions related to student perceptions of school safety and connectedness. We disaggregated our data to look at relevant subgroups including ethnicity/race, grade levels, and gender. Though there were differences among these groups on certain questions, we found no discernable trends across multiple questions or subjects. We are pleased to report the following results of the survey: • Across all students at Gateway High School, 92% responded that they feel connected to school, with 55% reporting feeling highly connected and 37% reporting feeling connected. • Across all students at Gateway High School, 80% responded that they feel like their teachers care about them, with 40% reporting that this statement is very true and 40% reporting that the statement is true. • Across all students at Gateway High School, 91% responded that they feel safe in my school. Met 24MAY2023 2023 38684786040935 Thomas Edison Charter Academy 6 An online survey was completed in class by 4-8th graders at TECA in Spring 2023. 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 (84%) perceive what they learn at TECA as meaningful. Nearly all (96%) students said they have friends at school, 86% 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 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 (90%), slightly less (82%) feel physically safe at school, showing we want to consider reasons for this insecurity of some students and how we can ensure that students know that school is a safe place for students. The number of students feeling safe emotionally (74%) at school has decreased (by ~8%) 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 happy to see that our students feel safe and academically their needs are being met. 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, continued 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 and a Restorative Justice Coordinator are receiving training to increase their resource toolbox to best support our students and their families. They are also reviewing our 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. 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. Finally, we have completed a learning year preparing for PBIS and will be implementing schoolwide. Met 28JUN2023 2023 38684786112601 Creative Arts Charter 6 We learned our families believe our school community is vibrant and supportive. Our families appreciate the school’s emphasis on social-emotional learning and student ownership of their learning because of the positive impact those emphases have had on student safety, support, and wellness, but they would like to see even more resources committed to providing socioemotional support. Students speak enthusiastically about their experience at the school but think the school could benefit from extracurricular activities to make the school feel more like other middle schools. To help CACS feel more like other middle schools in the area, we are exploring options to replace some of the cement in the play area with grass, but that research is in the earliest stages. We also look forward to dedicating more resources towards after school sports and sports teams as well as clubs that can meet during lunch, recess, or after school times. Those extracurricular activities will allow our students to engage in positive ways with their peers and will contribute to more positive school spirit and positive school culture. Met 20JUN2023 2023 38769270000000 SBE - The New School of San Francisco 6 During the 2022-2023 school year, New School San Francisco (NSSF) evaluated our students’ perception of safety and connectedness through quantitative measures. NSSF 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. Amongst the many criteria rated through the survey, we gathered data from our students’ related to their social awareness, sense of school school safety, sense of belonging, and their relationships across racial, ethnic or cultural differences. 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. NSSF considered scores of 4 or 5 to be “favorable” when assessing student connectedness and sense of safety. The following is a snapshot of Spring 2023 student data: 65% of students responded favorably on questions related to sense of safety 66% of students responded favorably on questions related to sense of belonging 72% of students responded favorably on questions related to teacher-student relationships 76% of students responded favorably on questions related to rigorous expectations 77% of students responded favorably on questions related to fairness 86% of students responded favorably on questions related to diversity and equity in the school setting 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). Additionally, our K-8 students set an individualized Social-Emotional Learning goal with their teachers which focuses on individual growth in one of the following areas: self-awareness, self-management, social awareness, relationship skills, or responsible decision-making. NSSF developed a Middle School student council for the first time in 2022-2023. The student council consisted of student representatives grade 6 - grade 8. These student representatives provided their peers with surveys to gather additional data and feedback on the culture and climate of the school. These students work with NSSF leadership to overhaul policy changes to restrooms, common spaces, and developed initiatives to increase student joy and connectedness. To address the lowest climate scores (sense of safety and sense of belonging), NSSF will overhaul our advisory curriculum and approach for grade 6-grade 8 to provide more explicit community development through the lens of our Collaborative for Academic, Social, and Emotional Learning (CASEL) framework. Additionally, NSSF will develop a grade 4 - grade 5 scope and sequence using the Recognizing, Understanding, Labeling, Expressing, and Regulating (RULER) approach. This scope and sequence will emphasize preparing students to be Middle School ready. Met 23JUN2023 2023 38769270132183 The New School of San Francisco 6 During the 2022-2023 school year, New School San Francisco (NSSF) evaluated our students’ perception of safety and connectedness through quantitative measures. NSSF 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. Amongst the many criteria rated through the survey, we gathered data from our students’ related to their social awareness, sense of school school safety, sense of belonging, and their relationships across racial, ethnic or cultural differences. 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. NSSF considered scores of 4 or 5 to be “favorable” when assessing student connectedness and sense of safety. The following is a snapshot of Spring 2023 student data: 65% of students responded favorably on questions related to sense of safety 66% of students responded favorably on questions related to sense of belonging 72% of students responded favorably on questions related to teacher-student relationships 76% of students responded favorably on questions related to rigorous expectations 77% of students responded favorably on questions related to fairness 86% of students responded favorably on questions related to diversity and equity in the school setting 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). Additionally, our K-8 students set an individualized Social-Emotional Learning goal with their teachers which focuses on individual growth in one of the following areas: self-awareness, self-management, social awareness, relationship skills, or responsible decision-making. NSSF developed a Middle School student council for the first time in 2022-2023. The student council consisted of student representatives grade 6 - grade 8. These student representatives provided their peers with surveys to gather additional data and feedback on the culture and climate of the school. These students work with NSSF leadership to overhaul policy changes to restrooms, common spaces, and developed initiatives to increase student joy and connectedness. To address the lowest climate scores (sense of safety and sense of belonging), NSSF will overhaul our advisory curriculum and approach for grade 6-grade 8 to provide more explicit community development through the lens of our Collaborative for Academic, Social, and Emotional Learning (CASEL) framework. Additionally, NSSF will develop a grade 4 - grade 5 scope and sequence using the Recognizing, Understanding, Labeling, Expressing, and Regulating (RULER) approach. This scope and sequence will emphasize preparing students to be Middle School ready. Met 23JUN2023 2023 38771310000000 SBE - 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. 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. 46% 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. 06JUN2023 2023 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. 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. 46% 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. 06JUN2023 2023 39103970000000 San Joaquin County Office of Education 6 The results from the latest California Healthy Kids Survey administered to 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 the 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 the 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 in 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 continue to be an area of focus. Ensuring student voice and choice are 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 23JUN2023 2023 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 87% 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. 69% of families answered they are given information about community resources including mental health, counseling and food resources, while 31% stated they were not given information in regards to these resources. While this is a slight increase in the number of families saying they received information regarding additional resources (61% - 2022 to 69% -2023) we still need to focus on making additional resources available to all families. 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. 96% of students and parents surveyed strongly agreed, agreed or were neutral in their belief that the school is a safe place to learn. Met 22JUN2023 2023 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 3rd-5th grade students. 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. 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. The Spring survey for the 2022-23 year showed encouraging improvement. For student leadership, we began with a score of 79 in the Spring 22 school session and increased to a score of 82 in the spring of 23. 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. Another area of concern was school belonging. We focused on students' well-being and fostering a sense of belonging and safety within the school setting. Our initial score was 58, which we felt did not accurately describe our work toward creating a sustainable and welcoming community within TEAM. After giving the survey again in the spring of 2023, we raised that score from 79 to 82. We are pleased to see an increase in students’ feeling of school belonging. This assessment was driving our goal-setting towards student belonging and academic achievement. We look to continue improving in these areas and across the board. Having a way to document progress and create priorities is important. We have implemented multiple action plans regarding these goals. Pertaining to academic achievement, we used i-Ready scores to drive PLC time and data-driven teaching practices. We used i-Ready to provide personalized instruction and support for the needs of all learners. i-Ready supports teachers as they plan instruction, set goals with students, and assess learner progress. The i-Ready Diagnostic test is designed to help educators by providing meaningful data about the instructional needs of their students and connecting them to i-Ready math and reading instruction that is proven to raise student achievement. Regarding student leadership, we have adopted and implemented the “Leader in Me” process and curriculum to build leadership roles and student empowerment within the school setting. Leader in Me is an education model that helps schools across the globe focus on internal processes and thinking, resulting in better school leadership, culture, and academic performance. We plan on continuing with the “Leader in Me” approach to increase student achievement and school belonging. Met 26JUN2023 2023 39103973930476 Venture Academy 6 Venture Academy conducted student surveys on the perceptions of school climate, safety, and connectedness with 5th grade students, 7th grade students, 9th grade students, and 11th grade students. Results in regards to school connectedness: 66% of students indicated they feel connected to school 59% of students reported they have at least one adult at school who cares about them Results in regards to student perception of safety: 72% of students reported feeling safe or very safe 17% of students reported experiencing some type of harassment or bullying In reviewing the data from the survey, some 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. When analyzing the different types of questions to determine the perception of safety, such as being afraid of being physically harmed (7%), weapons on campus (2%), or bullying/harassment (17%), the category that represents the largest concern surrounding safety is bullying and harassment. This data helps us determine that the area where we can improve our efforts to increase the perception of school safety is around bullying and harassment. It is also apparent that we have a high percentage of students who feel connected to school, including motivation to do well in school and feeling connected to what the school offers. One important piece to note is the data showing that 59% of students have at least one adult at school who cares about them. We would have anticipated a higher result in this particular category with the Teacher of Record (TOR) model we have at Venture Academy because one of the reasons the TOR role exists is so that every student is known by at least one adult on campus. It appears that there is more work to be done to improve the services provided by the school so that all students feel they are cared about by someone. In response to the results above, and as part of a continuous improvement process, Venture Academy has increased the extra-curricular offerings to middle school and has seen an increase in middle school student participation in those activities. Venture Academy has also increased its mental health services to provide additional supports to students and additional caring adults. Additional counselors and mental health clinicians provides the opportunity to intervene and support students who are struggling with school connectedness or safety concerns. Venture Academy has been able to increase the number of students served by counselors and mental health clinicians. Venture Academy has the following plans in place for the 2023-2024 school year we are partnering with an organization to train all staff in restorative practices and we plan to implement restorative practices in our discipline model as well to provide more positive outcomes and learning experiences from discipline incidents, for both the student who exhibited poor behavior Met 20JUN2023 2023 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 nstudents 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 administeredat 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 2021-2022 school year, the student suspension rate for the district was 5.0%. This was an increase from the 2020-2021 school year, which was at 0.7%. The district continues to expand Positive Behavior Intervention Supports at all school sites within the district." Met 22JUN2023 2023 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 22JUN2023 2023 39685440000000 Jefferson Elementary 6 The local student survey was administered to all 4-8th grade students district-wide. In addition, a staff survey was sent to all employees in the District. Survey results are presented to all educational partners. 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 79% of elementary students felt strongly that there are high expectations from adults in the school and students are academically motivated. 60% of students feel safe at school and 64% of students reported they feel they are treated with respect. 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. Met 13JUN2023 2023 39685690000000 Lincoln Unified 6 DATA: Lincoln Unified Educational Partners were surveyed in February 2023 about their perceptions of their school in terms of Engagement, Relationships, Culture, School Safety, Resources, and Communication and Feedback. In order to put feedback into context, the report compares LUSD family members' ratings to the ratings from family members at 561 other districts across the country. Compared to other participating districts, Lincoln Unified's highest rated themes were: • Communication & Feedback • Resources Compared to other participating districts, Lincoln Unified's lowest rated themes were: • Engagement /Attendance • Campus Safety • Mental Health Issues • Student Behaviors MEANING: Improving the safety and well-being of students is a multifaceted endeavor that involves various strategies. One way to achieve this goal is by teaching kids to be kind to one another and purposefully promoting inclusion. This can be facilitated by consistent and clear communication to students and parents about school policies, including discipline and campus access protocols. In addition, educating parents about the consequences of poor attendance and the importance of avoiding unnecessary absences can help promote a culture of responsibility and accountability. Furthermore, stopping bullying on our campuses should be a top priority, and all staff members should receive training on how to work with African American children to avoid disproportionate discipline. To further promote improved student behaviors, there should be proactive practices implemented on all Lincoln Unified campuses, and the role and protocols for Focus Center placement should be clearly outlined in student handbooks. Finally, messaging about district safety efforts help reassure parents and students that their well-being is a top priority. USE: Lincoln Unified will continue to prioritize the safety and well-being of our students by implementing various strategies. We will focus on promoting kindness and inclusion among students by educating them on the importance of these values. This can be facilitated through consistent and clear communication of school policies, including discipline and campus access protocols, to students and parents. Additionally, parents should be educated on the consequences of poor attendance and the significance of avoiding unnecessary absences to promote a culture of responsibility and accountability. The district will also prioritize the reduction of bullying on our campuses, and all staff members should be trained on how to work with all children to avoid disproportionate discipline. To further promote restorative practices, there should be a standard process for implementing them on all Lincoln Unified campuses. It is also important to clearly outline the role and protocols for Focus Center placement in student handbooks. Met 28JUN2023 2023 39685690132415 John McCandless Charter 6 DATA: John McCandless Educational Partners were surveyed in February 2023 about their perceptions of their school in terms of Engagement, Relationships, Culture, School Safety, Resources, and Communication and Feedback. In order to put the feedback into context, the report compares John McCandless's family members' ratings to the ratings from family members at 561 other school districts across the country. Based on the findings of our survey, John McCandless's highest rated themes were: Relationships Culture Based on the findings of our survey, John McCandless's lowest rated themes were: Resources School Safety MEANING: John McCandless's results on school culture are trending upward on an annual basis. We believe that this is due to increase parent communication and the increase in schoolwide activities. We are aware that we could do more and strive to create more opportunities for parent involvement through partnered events with our PTSA. John McCandless saw in the data that we must work on students' sense of belonging at our school. To that end, we have implemented events such as Friday Flag Salutes, Attendance Awards, Character Awards and Academic recognitions. One area that we see that we much improve upon is increasing opportunities for our middle school students to find individualized opportunities to practice their talents and make lasting relationships. JMC Middle School will be implementing a daily advisory period where we will focus on academic improvement, social-emotional awareness and lessons, digital citizenship, and team-building. We are excited to have received such high marks in areas of relationships and culture. We are investing in our family partnerships, dedication to Project-Based Learning, and our focus on science and technology. We believe these factors will continue to engage our students and improve the connection that students/families have with our campus. USE: John McCandless will continue to prioritize the safety and well-being of our students by implementing various strategies. We will focus on promoting kindness and inclusion among students by educating them on the importance of these values. This can be facilitated through consistent and clear communication of school policies, including discipline and campus access protocols, to students and parents. Additionally, parents should be educated on the consequences of poor attendance and the significance of avoiding unnecessary absences to promote a culture of responsibility and accountability. John McCandless will also prioritize ending bullying on our campus. Staff members will be trained on how to work with all children to avoid disproportionate discipline. To further promote restorative practices, we will be enhancing our protocol for the use of the Focus Center. By implementing these strategies, John McCandless can improve the safety and well-being of our students, promote a culture of responsibility and accountability, and foster an inclusive learning environment Met 27JUN2023 2023 39685770000000 Linden Unified 6 LUSD administered a local survey in the 2022-23 school year for grades 7-12 along with staff members. The following are the results: School is a safe place (I feel safe at school): Students: 71.8% Teachers: 90.8% School Connectedness: 7-8 grade: 61.6% 9-12 grade: 48.6% Each school administrator has received these findings at their school sites. They have shared the findings with school staff at staff meetings. Some actions at the school site level include continuance of the Student Resource Deputy (SRD), conducting student focus groups, revisiting school vision/mission, PBIS, student clubs/organizations, and expanding opportunities for student voice/choice. Met 23JUN2023 2023 39685850000000 Lodi Unified 6 The 2022-23 Lodi USD School Climate Survey was administered to 9,587 students in grades 4-12. 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: 79.65% indicated they feel safe and engaged at school. 93.94% indicated that their teachers expect them to do their best all the time. 92.53% indicated that their teachers make it clear to them when they have broken school or class rules. 88.48% indicated that they have access to academic counseling and guidance. However, only 58.92% indicated that students at their schools try to work out their disagreements with other students. 65.65% indicated that being picked on about their background, such as race/ethnicity, gender, disability, or other personal characteristics is not an issue. 74.28% 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 79.61% 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. 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 13JUN2023 2023 39685850101956 Aspire Benjamin Holt College Preparatory Academy 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 39685850122580 Rio Valley Charter 6 Rio Valley Charter School conducts annual surveys encompassing all stakeholders, including K-12 students, to gather valuable feedback. These surveys are carefully designed to align with the 8 Basic State Priorities, with a particular focus on assessing school climate. In addition, a specially crafted social-emotional screener is implemented to evaluate the social-emotional needs of students in grades 7-12. The data collected from these surveys, along with insights garnered from stakeholder meetings, undergoes a thorough review and analysis. This information is prioritized, considering factors such as student performance, attendance, school facilities, school climate, and course offerings, to identify the school's needs and areas for growth. This comprehensive data compilation serves as the foundation for the development of the district's Local Control and Accountability Plan (LCAP). The LCAP, encompassing the identified needs and strategies, is meticulously drafted based on the compiled information. The finalized plan is then presented to the Board of Directors for approval during a regularly scheduled Board meeting in June. This rigorous process ensures that the school's objectives and initiatives align with the identified needs and aspirations of the stakeholders, providing a comprehensive framework for continuous improvement and progress. Met 08JUN2023 2023 39685850133678 Aspire Benjamin Holt Middle 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 39685856116594 Aspire Vincent Shalvey Academy 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 39685856117675 Joe Serna Jr. Charter 6 This reflection is on the findings for the 2022-23 Student Climate and LCAP Survey Results from 164 students of 191 in 4th -8th grade. My focus was to encourage staff, students, and parents to complete essential surveys to gather necessary data to capture valid measures of student perceptions of school safety and provide an analysis of the data received. When asked if they “feel safe at this school,” 29% Strongly Agreed, 51% Agreed, 13% Disagreed and 7% Strongly disagreed; these results indicate that most students feel safe here. We have a great relationship with our school resource officer who regularly visits and interacts with the students. When asked if they “feel socially accepted at this school,” 25% Strongly Agreed, 51% Agreed, 12% Disagreed and 12% Strongly disagreed; these results indicate that most students feel accepted. When asked if “students at this school get along with each other” 16% Strongly Agreed, 52% Agreed, 18% Disagreed and 3% Strongly disagreed; these results could be viewed as an overall positive indicator of the student’s view on the school’s safety. Our school’s high agreement could be related to my morning announcements on Fridays where students are reminded to practice our Life Skills. Although there was high agreement, our school could improve by adding more focused engagement on PBIS by ensuring our teachers are reinforcing our values by using our PBIS SWIM (Spread kindness, make Wise choices, show Integrity and Motivation) bucks. When asked if “Adults at this school treat all students respectfully,” 34% Strongly agreed, 58% Agreed, 7% disagreed, and 1% strongly disagreed. This is a great indication that our students feel they are treated with respect. When asked if “Students at this school try to work out their disagreements with other students,” 9% Strongly Agree, 51% Agreed, 32% Disagreed, 7% Strongly disagreed. These results indicate we may have some work to do to ensure our students have the skills they need to work with each other when conflicts arise. We can improve in this area with increased communication around our Life Skills. When asked if they are “picked on about their background, such as race/ethnicity, gender, disability or other personal characteristic,” 26% Strongly Agreed, 39% Agreed, 22% Disagreed and 13% Strongly disagreed; these results indicate that this is an area we could improve on. For the upcoming school year, we will focus on student safety and identify ways to improve. We will continue to effectively leverage our yard supervisors. In addition, physical security measures will continue to be put in places which include alarms, cameras and fencing. We will continue to collaborate and partner with the School Resource Officer to service our campus. Staff will receive training on PBIS to develop and implement strategies to help promote a bully-free environment. Furthermore, JSJCS will continue to participate in “See Something, Say Something” from Sandy Hook. Met 17MAY2023 2023 39685856118921 Aspire River Oaks Charter 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 39685930000000 Manteca Unified 6 Manteca Unified School District utilizes the California Healthy Kids Survey to report student perception of school safety and connectedness. Safe: 5th graders : 77% 7th graders : 60% 9th graders : 60% Connected: 5th graders : 69% 7th graders : 59% 9th graders : 59% Of the total surveyed students, parents, and staff respondents, there were several overall categories which prompted feelings of insecurity: 1) student behavior, mainly instances of fighting or bullying; 2) instances of threats or distrust of others; and 3) security concerns. While 14% of respondents opted not to provide an answer or were unsure of their reasoning, a smaller percentage indicated staff behavior, reception, and/or communication as their rationality behind the school’s lack of safety. Respondents are also concerned about unexpected events, the general school environment, school shootings, or the news and media surrounding school shootings. The remaining themes regarding safety concerns include current school protocols, lack of consequences, and aspects outside of school. Actions that have been or are being implemented include: Creation, approval, and hiring of Coordinator of Emergency Preparedness and Safety New two-way digital radios for improved communications on school sites Increased training for all district administrators including ICS 402 (Incident Command Training for Senior Administrators) Creation of district led meetings with First Responders and district administration Inclusion of process of Comprehensive Safety Plans into the Cycle of Refinement Creation and distribution of Reunification Kits for all sites- reunification training on going during 23-24 Partnership with local law enforcement and other First Responders in having Active Threat training hosted at an MUSD site annually Review of current Emergency Management System and Visitor management systems with possible upgrades Development of Athletic Facility Safety Plans (completed and going to board in November) Using K9s for bomb detection at large events (graduations) and drugs and other paraphernalia during the regular school year MUSD is continues to monitor student outcomes to determine whether or not the above actions are meeting the needs of students and improving the perceptions of safety and connectedness within our community. Met 20JUN2023 2023 39686190000000 New Hope Elementary 6 NHESD Staff believe that if we can capture a kids heart we can capture a kids mind! If we believe and have actions that support that notion, kids will thrive and come to school to learn. Met 20JUN2023 2023 39686270000000 New Jerusalem Elementary 6 The District Annual Climate Surveys were administered to parents, students and staff in October and November 2022 and the data was included to provide feedback. (See Attached) The overwhelming responses from the survey from both parents and students 72% stated the need to create and maintain a safe campus. 52% of students and parents stated communications at the school are effective. Overall, 80% of parents felt that NJESD has a positive school climate and 68% of parents felt the school is clean and in good working condition. The LEA and all Educational Partners recommend the following for the 2023-2024 LCAP: • Provide ongoing opportunities for academic learning recovery (Goal 1, Action 1.3) • Strive to improve a high level of communication and opportunities for two-way communications among all Educational Partners (Goal 2, Action 2.1) • Monitor the social and emotional supports and services (Goal 1, Action 1.3; Goal 2, Action 2.2) • Expand Professional Development and training to all staff in support of early detection of social and emotional needs and instructional strategies in ELA/ELD, and math. (Goal 1, Action 1.1, 1.3) • Increase and maintain a safe campus (Goal 2, 6C) Met 27JUN2023 2023 39686270117796 New Jerusalem 6 The District Annual Climate Surveys were administered to parents, students and staff in October and November 2022 and the data was included to provide feedback. (See Attached) The overwhelming responses from the survey from both parents and students 72% stated the need to create and maintain a safe campus. 52% of students and parents stated communications at the school are effective. Overall, 80% of parents felt that NJESD has a positive school climate and 68% of parents felt the school is clean and in good working condition. The LEA and all Educational Partners recommend the following for the 2023-2024 LCAP: • Provide ongoing opportunities for academic learning recovery (Goal 1, Action 1.3) • Strive to improve a high level of communication and opportunities for two-way communications among all Educational Partners (Goal 2, Action 2.1) • Monitor the social and emotional supports and services (Goal 1, Action 1.3; Goal 2, Action 2.2) • Expand Professional Development and training to all staff in support of early detection of social and emotional needs and instructional strategies in ELA/ELD, and math. (Goal 1, Action 1.1, 1.3) • Increase and maintain a safe campus (Goal 2, 6C) Met 27JUN2023 2023 39686270126755 ABLE Charter 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 28JUN2023 2023 39686270127191 California Virtual Academy @ San Joaquin 6 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, the school has/will implement the following: • LC Community social platform for parents/LCs to connect with other CAVA parents/LCs schoolwide and within specific grade bands, providing relevant and meaningful connections, information, resources, and support. • Coffee Chats in English and Spanish for parents and LCs to make connections, share information and resources, and build relationships. • ParentSquare schoolwide communication platform, weekly schoolwide and department newsletters/updates, email, phone calls, and announcements and updates shared in daily live class connects sessions. • Schoolwide initiatives to encourage and support fitness and movement. • Schoolwide Social and Emotional Learning (SEL) plan to drive the implementation to better support teachers/staff and positively impact the school's culture. The comprehensive plan includes the importance of behavioral and physical health. • Extended onboarding to support new students and LCs including adding 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/opportunities, video tutorials, transition support for Elem-MS-HS transitions, and family newsletters. • Care Solace • Expanded support, school supplies and holiday gifts for MKV and Foster Youth • Resources and support for families in need • Comprehensive summer plan to engage students, provide social interaction for students and families who are continuing with CAVA, new to CAVA, and students who need additional academic support. • Opportunities for students to interact in Class Connect (CC) sessions through the implementation of project-based learning and 3 Signature Practices (CASEL). • Service-learning course for students in grades 9-12, and service-learning opportunities are being offered schoolwide, including o Red Ribbon Week (Oct) o Operation Gratitude (Dec) o National School Choice/Talent Showcase (Jan) • In-person events offered to students, including school wide back-to-school park day, monthly all-school outing days, service-learning projects, clubs, e-Sports, picture day, pop-up events, and in-person celebrations, to create opportunities for students in geographical areas to connect and make friends. Met 06JUN2023 2023 39686270129890 Delta Home Charter 6 The District Annual Climate Surveys were administered to parents, students and staff in October and November 2022 and the data was included to provide feedback. (See attached) The overwhelming responses from the survey from both parents and students, 89% stated the need to increase and maintain a safe campus. 76 % of students and parents stated communications at the school are effective. Overall, 93 % of parents felt that Delta Home has a positive school climate and 95% of middle school parents felt the school is clean and in good working condition. The LEA and all Educational Partners recommend the following for the 2023-2024 LCAP: • Provide ongoing opportunities for the academic learning recovery (Goal 1, Action 3) • Continue to maintain a high level of communication and opportunities for two-way communications among all Educational Partners (Goal 2, Action 1) • Expand the school plan to increase support and monitoring of the social and emotional well-being supports and services (Goal 1, Action 3; Goal 2, Action 2) • Expand Professional Development and training to all staff in support of early detection of social and emotional needs and instructional strategies in ELA/ELD, math and Social Studies (Goal 1, Action 1.1, 1.3) • Increase and maintain a safe campus (Goal 2, 6C) Access Met 27JUN2023 2023 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. Met 08JUN2023 2023 39686270132050 Astronaut Jose' M. Hernandez Academy 6 Surveys were not implemented our take over year. Met 22JUN2023 2023 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. Insight continues to provide opportunities for outings, however, after COVID we are providing both virtual and in-person events. Insight will continue to offer this as an option due to its success this year. Insight created virtual Lunch Bunch, hosted by the school counselors that is heavily attended by the students. Virtual club options for 2022-2023 school year are student created and driven, and often highly attended as well. Met 12JUN2023 2023 39686270136028 Delta Keys Charter 6 The Delta Keys Annual District Climate Surveys were administered to Parents, Students and Staff October - November 2022 and the data was included to provide feedback. (See Attached) 92% of students and parents stated the school is safe and welcoming. Overall, 100% of parents felt that Delta Charter Online has a positive school climate and 100% of parents felt the Resource Center was clean and in good working condition. 100% of students and parents stated there was effective communication from the school. The LEA and all Educational Partners recommend the following for the 2023-2024 LCAP: • Provide ongoing opportunities for academic learning recovery (Goal 1, Action 3) • Continue to maintain a high level of communication and opportunities for two-way communications among all Educational Partners (Goal 2, Action 1) • Expand the school plan to increase support and monitoring of the social and emotional wellbeing supports and services (Goal 1, Action 3; Goal 2, Action 2) • Expand Professional Development and training to all staff in support of early detection of social and emotional needs and instructional strategies in ELA/ELD, and math. (Goal 1, Action 1.1, 1.3) • Administer NWEA only in Fall and Winter Terms and in Spring Term only when students do not take CASSPP assessments. • Improve and maintain school Climate (Goal 2,6C) Met 27JUN2023 2023 39686270136135 Delta Charter Online 6 The Delta Charter Online Annual District Climate Surveys were administered to Parents, Students and Staff October - November 2022 and the data was included to provide feedback. (See Attached) 97% of students and parents 2023 Local Performance Indicator Self-Reflection for Delta Charter Online Page 12 of 13 stated the school is safe and welcoming. Overall, 85% of parents felt that Delta Charter Online has a positive school climate and 64% of parents felt the Resource Center was clean and in good working condition. 92% of students and parents stated there was effective communication from the school. The LEA and all Educational Partners recommend the following for the 2023-2024 LCAP: • Provide ongoing opportunities for academic learning recovery (Goal 1, Action 3) • Continue to maintain a high level of communication and opportunities for two-way communications among all Educational Partners (Goal 2, Action 1) • Expand the school plan to increase support and monitoring of the social and emotional wellbeing supports and services (Goal 1, Action 3; Goal 2, Action 2) • Expand Professional Development and training to all staff in support of early detection of social and emotional needs and instructional strategies in ELA/ELD, and math. (Goal 1, Action 1.1, 1.3) • Administer NWEA only in Fall and Winter Terms and in Spring Term only when students do not take CASSPP assessments. • Improve and maintain school facilities (Goal 1C) Access to safe clean facilities. Met 27JUN2023 2023 39686276119309 Delta Charter 6 The District Annual Climate Surveys were administered to Parents, Students and Staff in October and November 2022 and the data was included to provide feedback. (See Attached) The overwhelming responses from the survey from both parents and students, 68% stated the need to create and maintain a safe campus. 48% of students and parents stated communications at the school are effective. Parents felt the schools could improve on offering more science and music. Overall, 73% of parents felt that Delta Charter has a positive school climate and 56% of parents felt the school was clean and in good working condition. The LEA and all Educational Partners recommend the following for the 2023-2024 LCAP: • Provide ongoing opportunities for the academic learning recovery (Goal 1, Action 3) • Strive to improve a high level of communication and opportunities for two-way communications among all Educational Partners (Goal 2, Action 1) • Expand the school plan to increase support and monitoring of the social and emotional well-being supports and services (Goal 1, Action 3; Goal 2, Action 2) • Expand Professional Development and training to all staff in support of early detection of social and emotional needs and instructional strategies in ELA/ELD, and math and Social Studies. (Goal 1, Action 1.1, 1.3) • Increase and maintain a safe campus (Goal 2, 6C) Met 27JUN2023 2023 39686350000000 Oak View Union Elementary 6 The District learned from the date reported in the survey that families, staff and students feel safe and connected at school. There is room for growth in the area of student connectedness at the middle school level. The increased counseling services will focus on providing students a safe place to connect with staff. Met 15JUN2023 2023 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.” 59.73% of 4th-5th graders, 55.09% of 7th-8th graders, and 48.13% of 10th-11th graders replied, “Yes.” (This was a decrease at all levels.) Next, they were asked if their teacher made learning fun. 88.0% of 4th-5th graders, 79.63% of 7th-8th graders, and 65.00% of 10th-11th graders “Agreed” or “Strongly Agreed”. (There was no significant change for 4th-5th and 7th-8th graders, but a drop for grades 11-12.) They were asked if teachers and staff encourage them to produce their best work. 91.73% of 4th-5th graders, 91.63% of 7th-8th graders, and 85.89% of 10th-11th graders “Agreed” or “Strongly Agreed”. (There was no significant change for 4th-5th and 7th-8th graders, but a drop for grades 11-12.) Then, they were asked if they understood the importance of coming to school every day, so they didn’t miss instruction. 90.3% of 4th-5th graders, 90.02% of 7th-8th graders, and 85.94% of 10th-11th graders “Agreed” or “Strongly Agreed”. (There was no change for 4-5th, but slight decrease for 7-8 and 11-12.) Students were asked if they felt safe at school. 88.19% of 4th-5th graders, 80.93% of 7th-8th graders, and 78.44% of 10th-11th graders “Agreed” or “Strongly Agreed”. (This was an improvement for grades 4-5, a slight decrease for grades 7-8, and no significant change for grades 10-11.) 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. This data shows continual need for relationship building, continued focus on engagement through UDL, etc., the value of and need for elementary site counselors and continuous focus on safety. 189 4th graders took the survey, along with 186 5th graders. 217 7th graders took the survey, along with 215 8th graders. All elementary sites were represented for both grade spans. 177 10th graders took the survey and 143 11th graders took the survey from the high schools. Date taken to local governing board: June 26, 2023 Met 26JUN2023 2023 39686500125849 California Connections Academy Northern California 6 1. DATA: How much do you like your Connections Academy school? I like it a lot / I like it a little = 96% How much do you like your Connections Academy Teachers? I like it a lot / I like it a little = 98% Will you be attending Connections Academy again next year? I will definitely attend next year / I might attend next year = 87% Would you recommend Connections Academy to other kids? I would recommend it to anyone / I would recommend it to other kids who I think would like it = 96% 2. MEANING: We are very pleased with the overall satisfaction rate of our students. Their appreciation of both the school and their teachers is encouraging. We will continue to refine practices to help these rates increase. 3. USE: We are very much interested in increasing the percentage of students that remain with us year after year. Slowing mobility will have a positive effect on all student success outcomes. We continue to examine and refine practices to increase retention. One such action is our continued efforts in school wide social emotional support training that began in the 2021-2022 school year. Met 21JUN2023 2023 39686760000000 Stockton Unified 6 Based on the LEA's School Climate Survey 73% - 4th-5th graders, 57% - 6th-7th graders and 61% - 9th-12th graders feel safe at school. 78% - 4th-5th graders, 64% - 6th-7th graders and 68% - 9th-12th graders feel connected to their school. 86% - 4th-5th graders, 75% - 6th-7th graders and 79% - 9th-12th graders feel at least one adult at their school really cares about them. Met 27JUN2023 2023 39686760108647 Aspire Rosa Parks Academy 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 39686760111336 Pittman Charter 6 Based on the School Climate Survey Over 70 - 4th-5th graders, Over 40% - 6th-7th graders and over 61% - 9th-12th graders feel safe at school. 78% - 4th-5th graders, 64% - 6th-7th graders and 68% - 9th-12th graders feel connected to their school. Over 80% - 4th-5th graders, Over 75% - 6th-7th graders and over 79% - 9th-12th graders feel at least one adult at their school really cares about them. Met 27JUN2023 2023 39686760114876 Aspire Port City Academy 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 39686760117853 Dr. Lewis Dolphin Stallworth Sr. Charter 6 The suspension rate for all students in 2022 has dropped 2.1% from 2019. There was a decrease in the suspensions of African American students of 2.8%, Hispanic students of .2%, and the Socioeconomically Disadvantaged students of 2.3%. The LEA has expanded its Positive Behavioral Interventions and Supports to include Tier 2 and 3 behavioral supports through the use of the ClassCraft program. StallworthCharter has added in a Tier 1 Social Emotional Learning curriculum component to start each day. The expanded counseling services focus on restorative justice and reducing suspensions through social-emotional learning (SEL). Our school has an expulsion rate of 0%. Met 26JUN2023 2023 39686760118497 Aspire Langston Hughes Academy 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 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 (iSafe over 90%, “teachers” over 85% and 84%). The majority of students (over 70%) 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. Over 90% 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. Met 27JUN2023 2023 39686760120725 Stockton Collegiate International Elementary 6 Stockton Collegiate local climate survey showed that a majority of families appreciate the individual attention and support provided to their students. The survey also showed that the physical safety of their students and the mental health of their students remain top concerns. As they were and have remained since the pandemic. In direct response to the local climate surveys findings, Stockton Collegiate has increased the counseling staff and added a full-time school psychologist. Met 15JUN2023 2023 39686760120733 Stockton Collegiate International Secondary 6 Stockton Collegiate local climate survey showed that a majority of families appreciate the individual attention and support provided to their students. The survey also showed that the physical safety of their students and the mental health of their students remain top concerns. As they were and have remained since the pandemic. In direct response to the local climate surveys findings, Stockton Collegiate has increased the counseling staff and added a full-time school psychologist. Met 15JUN2023 2023 39686760121541 Aspire APEX Academy 6 We routinely obtain feedback through surveys, town halls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 39686760123802 Health Careers Academy 6 Data from a survey reported over 85% of HCA students feel that a teacher or adult care about them. Over 80% 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. Met 27JUN2023 2023 39686760124248 Pacific Law Academy 6 Based on the LEA's School Climate Survey 73% - 4th-5th graders, 57% - 6th-7th graders and 61% - 9th-12th graders feel safe at school. 78% - 4th-5th graders, 64% - 6th-7th graders and 68% - 9th-12th graders feel connected to their school. 86% - 4th-5th graders, 75% - 6th-7th graders and 79% - 9th-12th graders feel at least one adult at their school really cares about them. Met 27JUN2023 2023 39686760136283 Team Charter Academy 6 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. Met 26JUN2023 2023 39686760139865 Aspire Stockton 6-12 Secondary Academy 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 39686760139907 Voices College Bound Language Academy at Stockton 6 In 2022-23, Voices Stockton opened for its third operational year with grades TK-3rd. We administered the Panorama Post Family-School relationships survey where data showed 84% of parents/guardians responded favorably in regards to the school safely on campus. Additionally, 76% of parents/ guardians responded favorably to school climate overall, referring to the perceptions of the overall social learning climate of the school. Met 29JUN2023 2023 39686760139923 Aspire Arts & Sciences Academy 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 39686760140616 KIPP Stockton 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. 91% 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. 06JUN2023 2023 39686760141358 KIPP University Park 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. 96% 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. 70% 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. 06JUN2023 2023 39686766042725 Nightingale Charter 6 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. Met 27JUN2023 2023 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 91.05% Student 78.77% Staff 86.79% 2022-23 Local Performance Indicator Self-Reflection for Tracy Joint USD Safety (Percent of participants who agree or strongly agree school is a safe place to be): Parent 93.22% Student 78.23% Staff 87.36% The data indicates that approximately 78% of students feel safe and connected while at school. TUSD has increased the number of mental health professionals, tutors, and social-emotional programs at the school sites to help students feel safe and connected to school. Met 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 keep the number of academic counselors at the K-8 level to monitor and provide outreach to students. TUSD staff has also participated 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. 27JUN2023 2023 39754990102384 Primary Charter 6 Survey results revealed a need for facility improvements, particularly the exterior. A campus beautification effort was put in place to address this need. New landscaping, new lunch tables and storage areas were implemented. There was a request for more after school support, which was fulfilled by the Champions program. Met 12JUN2023 2023 39754990102392 Millennium Charter 6 Survey results revealed a need for facility improvements, particularly the exterior. A campus beautification effort was put in place to address this need. New landscaping, new lunch tables and storage areas were implemented. There was a request for more tutoring services to be provided, and in response, we expanded our before and after school tutoring program. Students can also participate in band, clubs, athletics, and many more extracurricular activities. Met 12JUN2023 2023 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 - 89.90% Students -77.65% Staff - 82.67% SAFETY - Positive Response Percentage Parents - 87.62% Students - 67.43% Staff - 93.02% The School Climate and Safety Survey results reveal that parents and staff generally perceive a positive school climate and safety, with percentages above 87% and 93%, respectively. However, students have slightly lower perceptions, indicating a need for improvement in their school environment. 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 2022-2023 school year and will continue moving forward. 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 27JUN2023 2023 39754996118665 Discovery Charter 6 Survey results revealed a need for facility improvements, particularly the exterior. A campus beautification effort was put in place to address this need. New landscaping, new lunch tables and storage areas were implemented. There was a request for more extracurricular activities to be provided, and in response, we expanded our athletics program. Students can also participate in band, and other activities. Met 12JUN2023 2023 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. Met 21JUN2023 2023 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 2022-23 surveys indicate: 82.6% of students, 92% of parents, and 88.8% of staff feel safe on campus. 44.4% of students, 28.6% of parents, and 50% of staff feel bullying is an issue on campus. 63.5% of students, 100% of parents, and 94.4% of staff feel their school is clean, safe, and in good condition. 91.9% of students feel their school is a place where they feel they ""belong"" and are ""included."" Results from these surveys have helped the district/school with planning the LCAP 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 23JUN2023 2023 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 22-23 school year are below: 2022-23 LCAP Student Survey Results 88% of students surveyed strongly agreed or agreed to the statement: I care about my school. 6% of students surveyed strongly disagreed or disagreed. 70% of students surveyed strongly agreed or agreed to the statement: I feel comfortable talking with school staff. 20.5% of students surveyed strongly disagreed or disagreed. 75% of students surveyed strongly agreed or agreed to the statement: I feel safe at school. 13% of students surveyed strongly disagreed or disagreed. Parent Survey Results 83% of parents agreed or strongly agreed that their child ""Likes coming to school"". 8% strongly disagreed or disagreed. 85% of parents agreed or strongly agreed that their child's school creates welcoming environments for all families in our community. 12% strongly disagreed or disagreed. 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. Next year we will edit the survey to be able to disaggregate the data next year. With a more detailed look, 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 21JUN2023 2023 39773880131789 NextGeneration STEAM Academy 6 "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 22-23 school year are below: 2022-23 LCAP Student Survey Results 85% of students surveyed strongly agreed or agreed to the statement: I care about my school. 7% of students surveyed strongly disagreed or disagreed. 74% of students surveyed strongly agreed or agreed to the statement: I feel comfortable talking with school staff. 17% of students surveyed strongly disagreed or disagreed. 72% of students surveyed strongly agreed or agreed to the statement: I feel safe at school. 16% of students surveyed strongly disagreed or disagreed. Parent Survey Results 85% of parents agreed or strongly agreed that their child ""Likes coming to school"". 5% strongly disagreed or disagreed. 88% of parents agreed or strongly agreed that their child's school creates welcoming environments for all families in our community. 12% strongly disagreed or disagreed. 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. Next year we will edit the survey to be able to disaggregate the data next year. With a more detailed look, 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 21JUN2023 2023 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 2022-23 surveys indicate: 82.6% of students, 92% of parents, and 88.8% of staff feel safe on campus. 44.4% of students, 28.6% of parents, and 50% of staff feel bullying is an issue on campus. 63.5% of students, 100% of parents, and 94.4% of staff feel their school is clean, safe, and in good condition. 91.9% of students feel their school is a place where they feel they ""belong"" and are ""included."" Results from these surveys have helped the school with planning the LCAP 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 23JUN2023 2023 39773880141234 EPIC Academy 6 "EPIC 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 22-23 school year are below: 2022-23 LCAP Student Survey Results 92% of students surveyed strongly agreed or agreed to the statement: I care about my school. 3% of students surveyed strongly disagreed or disagreed. 83% of students surveyed strongly agreed or agreed to the statement: I feel comfortable talking with school staff. 12% of students surveyed strongly disagreed or disagreed. 86% of students surveyed strongly agreed or agreed to the statement: I feel safe at school. 5% of students surveyed strongly disagreed or disagreed. Parent Survey Results 91% of parents agreed or strongly agreed that their child ""Likes coming to school"". 4% strongly disagreed or disagreed. 82% of parents agreed or strongly agreed that their child's school creates welcoming environments for all families in our community. 12% strongly disagreed or disagreed. 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. Next year we will edit the survey to be able to disaggregate the data next year. With a more detailed look, 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 21JUN2023 2023 39773880141242 River Islands High 6 "River Islands High School 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 22-23 school year are below: 2022-23 LCAP Student Survey Results 80% of students surveyed strongly agreed or agreed to the statement: I care about my school. 7% of students surveyed strongly disagreed or disagreed. 83% of students surveyed strongly agreed or agreed to the statement: I feel comfortable talking with school staff. 12% of students surveyed strongly disagreed or disagreed. 70% of students surveyed strongly agreed or agreed to the statement: I feel safe at school. 12% of students surveyed strongly disagreed or disagreed. Parent Survey Results 80% of parents agreed or strongly agreed that their child ""Likes coming to school"". 7% strongly disagreed or disagreed. 85% of parents agreed or strongly agreed that their child's school creates welcoming environments for all families in the community. 15% strongly disagreed or disagreed. 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. Next year we will edit the survey to be able to disaggregate the data next year. With a more detailed look, 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 21JUN2023 2023 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 2022 and Spring of 2023. The results were as follows: Juvenile Court School - 2.7 to 3.17 out of 4 for students; Special Education School - not enough student responses to 3.2 out of 4; and Community School - 3.23 to 3.25 out of 4 for students. Areas of strength from the survey were teachers treat me with respect and I know an adult at school I can talk to if I 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, Silver at the Special Education School and Gold at the Community School. The LEA will continue to work towards full implementation of PBIS Tiers I-III at all school sites. 22JUN2023 2023 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 01JUN2023 2023 40104050125807 Almond Acres Charter Academy 6 Data: Overall, the student survey via Panorama noted positive results. 66% of students surveyed report a positive overall learning climate at the school. 84% say that there is physical and psychological safety at the school. 74% of students say that they enjoy going to school. In grades 3-5, 81% of students state having a positive relationship with a teacher or other adult at school. 88% say that they have a friend at school that they can count on. 91% state that they have adults In grades 6-8, 77% of students state having a positive relationship with a teacher or other adult at school. Only 63% say that they have a teacher or other adult that they can be completely themselves around. 81% state that they have a friend at school that they can count on. In the parent survey, 80% of parents note that there are key barriers for becoming involved in school. The main reason is that parents are too busy to become involved with the school. Safety, transportation, communication, and positive feelings towards staff were not factors in getting involved. 17% of parents did say that the school is not very welcoming. While this is still a small percentage, it is something that the administration has already discussed to determine what can be done to change this perception. 61% of parents stated that they are not confident in their ability to connect with other parents. This data shows the school needs to provide more opportunities for parents to get together in social situations. Based on the parent survey, student grit scored very low, with only 17% noting that their child could stay focused on a difficult task. Meaning: While the survey results show a positive school climate, there is still some concerning data around middle school students’ social emotional well being. 56% of middle school students noted that they had felt angry, 49% said that they had felt sad, and 62% noted that they felt worried during the past week. The area of focus still needs to be on the social and emotional wellbeing of all students, in the 1st, 2nd, and 3rd tiers. Use: Almond Acres recognized that due to a significant increase in student population and new staff, there needed to be a focus on teaching and reteaching the Positive Behavior Systems of Support school-wide. In addition, there have been multiple professional development opportunities for training staff in PBIS. A PBIS team was also developed consisting of staff members with different roles within the school. The focus of this team is to further develop the 1st tier of PBIS school-wide. Met 21JUN2023 2023 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 3.7 was seen across the sections. Using a 5-point scale parents and students reported an average of 3.6 in the feeling that rules are enforced equally across their schools, and 3.7 in feeling safe on campus. We continue to implement and support PBIS and MTSS across campuses to build a positive and safe school climate. Our results have been consistently been in the mid-high range and our continued work will result in increased results in the future. Met 13JUN2023 2023 40687260000000 Cayucos Elementary 6 Our CHKS data from the 2021-22 school year shows that 94% of students surveyed perceive that school is either safe or very safe. Also, 81% of students agree or strongly agree that they are engaged, supported and connected to the school. While 94% feel that the facilities are clean and in good repair. Additionally, our Student LCAP survey 2023 Local Performance Indicator Self-Reflection for Cayucos Elementary School District indicates the following data related to school connectedness. 100% of our students in grades 6-8th grade took our LCAP survey. Below are the related data points and administrative actions: Please rate the following resources/services that best support Students responded: Very High: Extracurricular Activities, Visual and Performing Arts, and Counseling. 84% of students agree or strongly agree that Cayucos School has a safe, welcoming, and connected climate in our schools and classrooms. 60% of students agree behavioral issues are addressed quickly, while 18% are not sure and 18% disagree. 60% of students agree or strongly agree their opinion matters at school, while 18% are not sure, and 20% disagree. 88% of students state they participate in extracurricular activities. 74% of students feel they have at least one caring adult to go to at school. Administrative actions include: Making sure all students feel connected to at least on adult on campus. Staff will adjust homeroom expectations to make sure the feeling of belonging and support is an emphasis. The administration will ask and include students in more decisions so that they feel empowered at school and part of the decision and problem-solving process. Included in the action is staff training in restorative practices, and greater opportunities for student choice at the middle school level. Met 20JUN2023 2023 40687590000000 Lucia Mar Unified 6 Standard: 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. Assessment: Panorama Student Survey and CHKS Survey In the Fall of 2022, 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 and 2021. 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 3.07 in 3rd grade and dropped to 2.68 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 2.5, 12th graders averaged a 3.12. 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.) Met California Healthy Kids Survey (CHKS) from 2022 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. 20JUN2023 2023 40687910000000 Pleasant Valley Joint Union Elementary 6 The feedback for improvements from the students included the following: -Five of the forty-three students reported that they didn't have anyone to talk to about their problems at school. -Six forty-three students reported that they did not feel a part of the school. -Five forty-three students reported that they did not feel treated fairly when breaking the rules. -Four forty-three students reported that they did not feel that the adults at the school tell them when they do a good job. -Other comments made by individual students were they really like the after-school class offerings, but they wish that there were more of them. Several students reported that they really love the school. Feedback for improvements from parents, staff, and members of the community who completed the survey included the following: -Three of the ten parents responding felt that we need to increase opportunities for parent volunteering. -Four of the ten parents felt that they would like more communication from the teacher regarding their child. -One parent felt we could do more to challenge GATE students. -One person felt the school did not do enough to prepare students for college and careers. -One parent felt the exterior of the school could use some repairs. -One parent felt there should be more field trips. In response to this information, the district increased its communication by sending more flyers each week. Each of the teachers at their Back-to-School Night presentations told parents how they could better volunteer at the school. Over the summer, additional school repairs were made to the building and to the parking lot/playground. Additional field trips are planned this year. Teachers continued to implement their social/emotional lessons and daily feedback forms to help students feel more connected to school. Met We are a very small school district/school that currently has only 50 students. The teachers and staff are on a first-name basis with all of the parents of our students. At the end of the school day, the teachers line up near the parking lot in order to have individual private conversations with parents as needed. They are also making themselves available for any parent who wants to talk to them. 21JUN2023 2023 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; this assessment is administered every two years and will be conducted again in 2024 to measure the effectiveness of the district's actions. 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, which has expanded from secondary schools representatives across all sites in grades 7-12, to include 6th graders, as well as 5th graders from elementary schools on the coast. 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. Met During SY2022-23, SLCUSD continued to fund 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, as well as working with small groups based upon identified needs. 30MAY2023 2023 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 23MAY2023 2023 40688250000000 San Miguel Joint Union 6 The district administered a School Climate Survey in the spring of 2023 to all students in grades 3-8. In grades 3-5 the following information was obtained: 93% feel that their schools want all students to learn and grow academically. 73% feel safe at school. 65% feel they have at least one caring adult at school to turn to for help. In grades 6-8 the following information was obtained: 93% feel that their schools want all students to learn and grow academically. 78% feel safe at school. 68% feel they have at least one caring adult at school to turn to for help. 55% feel that being at home during COVID has been hard for them due to missing friends and the connection to school. Survey data indicated that adults, both staff and families, reported much higher percentages of feeling like their students were safe at school and had a caring adult at school. The district recognizes that we have work to do to increase students' feelings of safety, primarily emotionally, while at school. These numbers have dropped each year that the survey has been given since 2020 with the onset of the COVID pandemic. The district is focusing on PBIS and we are in year two of the process. Professional Development will focus on providing safe spaces for students to learn. Our LCAP has a specific goal focusing on the climate of the school with seven actions designed to support the goal. The LCAP survey is only one we measure success. Some of the other metrics are indicating that our actions are having a positive effect. Our attendance rates are back to pre-pandemic levels. Students are being offered, and participating in, after-school clubs and sports at higher levels. Office discipline referrals dropped during the 2022/23 school year. Met 29JUN2023 2023 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 2022-2023 survey revealed: Data: *96% of students reported that they feel welcomed at their school at least most of the time. *70% of students reported that sports programs have helped them the most in school. *70% of students report feeling safe at school. Those who do not feel safe report a fear of school shootings as seen in the media. *78% students report having a trusted adult at school *76% of students and 88% of parents feel that the schools are clean, safe and have solid expectations *80% of Parents report that the schools meet or exceed their standards. Meaning: Parents and students generally support the school and the efforts that are being done to support the social emotional needs of the students. Sports are an important part of the school culture and is often a motivating factor for attendance and class effort. They would like to see more class offerings, especially in the area of music and art. Increasing class offerings has been challenging due to our small size and budget. Electives and intervention is often done by the general education teacher during their regular day or, when willing, during after school. Use: The district is actively seeking a math intervention teacher to support a need in math learning and performance. They are also seeking a welding instructor to strengthen our industrial arts program. The district has also contracted with a guest instructor to provide art lessons. All district schools will participate in a PBIS tier 1 cycle over the 2023-2024 school to better support the emotional needs of the students in addition to actively seeking a new social emotional counselor to serve K-5 students. Met 12JUN2023 2023 40688410000000 Templeton Unified 6 Based on the 21-22 California Healthy Kids Survey, the majority of students and families feel that TUSD’s campuses have a positive school climate. At Vineyard Elementary School 70% of students report feeling very connected to their school, at Templeton Middle School 70% of 7th graders report feeling very connected to their school, and at Templeton High School 53% of 9th graders and 60% of 11th graders feel very connected to their school. Given this data was generated during Covid 19, we feel these numbers are very positive. Also, fewer than 20% of students report being bullied or bored at school. The District released a survey to families and the community during the 22-23 school year, and the majority of parents and community members also reported very positive feedback regarding school connectedness. 75.6% of respondents reported they Strongly Agree or Agree to the statement, My child's school promotes respect, good behavior, and healthy social interactions between students. Further 67.4% of respondents reported they Strongly Agree or Agree with the statement, My child's school promotes respect, good behavior, and healthy social interactions between students. Finally, 74.3% of respondents reported that they Strongly Agree or Agree to the statement, This school inspires my child to do their very best in all aspects of school. While there will always be room for improvement, we believe that school connectedness is a strength of TUSD’s program at all sites. We also believe that improvements to our ELD instruction, increased use of data driven instruction and evaluation of results, and PBIS implementation, will only improve our feelings of school connectedness for all students at all four comprehensive sites. Met 29JUN2023 2023 40754570000000 Paso Robles Joint Unified 6 PRJUSD administers the California Healthy Kids Survey (CHKS) every other year in grades 5,7, 9, and 11. However, in 2022-2023 PRJUSD administered the Universal PASS Screener which is administered three times a year. Overall, students reported improved sense of connectedness or feelings about school as they approached the high school level but decreased motivation from the elementary to high school level. Strength areas in PRJUSD : Student Self-Regard Areas for growth: 1. Student sense of connection to school in the upper grades as well as motivation to response to curricular demands. 2022-2023 5th grade: School Connectedness- Feelings About School: 62.5% Self Efficacy- Self-Regard: 78.8% Motivation- Response to Curriculum Demands: 71.6% 7th Grade: School Connectedness- Feelings About School: 57% Self Efficacy- Self-Regard: 71.5% Motivation- Response to Curriculum Demands: 73.5% 9th Grade: School Connectedness- Feelings About School: 76% Self Efficacy- Self-Regard: 69% Motivation- Response to Curriculum Demands: 66% Met Paso Robles Joint Unified School District has dedicated increased attention to the areas of need that have surfaced from our 2022-2023 PASS Screener and 2021-2022 CHKS data including but not limited to the items listed below: - Increase of a School Resource Officer for a total of three officers - Reinstating Positive Behavior Interventions and Supports at ALL sites through attendance at state conference and district support - Increase of counseling services on both secondary and elementary campuses - Behavior paras at every elementary and middle school 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 secondary school sites: Paso Robles High School, George H. Flamson Middle School, Daniel E. Lewis Middle School -Increase of mental health therapists at secondary campuses -BCBA (Board Certified Behavior Analyst) support for all elementary school sites - PASS Planning review data sessions with site admin to identify ways to improve outcomes aligned with the data above. The impact of these services will be measured and compared to the corresponding results from the year prior. Resources will be adjusted, as needed, to improve district metrics. 27JUN2023 2023 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 (the last year it was administered) 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 was district wide training for credentialed and classified staff addressing SEL needs and behaviors for at least two full days. We use screening tools where we monitor student well being and responses to SEL interventions that are put in place. Additional plans for the 23-24 school year that address student health and well being include a social / emotional advisory period at the high school, an additional day of counseling services for middle school students, and training for multiple teachers at the grammar school in Zones of Regulation. Met 22JUN2023 2023 41104130000000 San Mateo County Office of Education 6 SMCOE Court and Community Schools administered Student Surveys in Fall 2022 and Spring 2023 to students in grades 9-12. Students’ sense of safety increased from Fall to Spring, from 67.5% to 75.6% for students stating they feel safe at school. And 67.5% of students report that when they are upset or stressed there is an adult at school they can talk to. Additionally, 50% of high school students report that discipline at their school is fair. SMCOE is implementing Positive Behavior Intervention and Supports (PBIS) district-wide. 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. SMCOE 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 28JUN2023 2023 41104130135269 Oxford Day Academy 6 Survey results showed that on average students rated Oxford Day Academy a 4 out of 5 for school safety. Oxford Day Academy will continue to implement the student camping trip at the beginning of each school year that provides students opportunities to reflect and share experiences with one another. These shared experiences allow students to bond and see themselves as a group who have shared similar experiences and who are embarking on the school year as a team. These strong relationships are fostered throughout the year with events such as potlucks where students come together to share with one another. The school prioritizes mental health through words, actions, and schedules. The students embrace each other and support one another through mental health challenges. Met 05JUN2023 2023 41688580000000 Bayshore Elementary 6 The SEL survey sent to students last year showed that students feel that there are adults on campus that care about them, that students feel safe and that adults treat students with kindness. Areas for growth were indicated in how students treat one another and safety on the yard. For the 2023-2024 school year, we are aligning our SEL practices K-8, conducting ongoing professional development in creating safe and inclusive classrooms and improving our behavior support practices. Met 08JUN2023 2023 41688660000000 Belmont-Redwood Shores Elementary 6 Annually, the LEA administers surveys to gauge family an student perceptsions. We have historically used the California Healthy Kids Survey, and have recently added the implementation of YouthTruth as we have found the reports to be more sensitive to student needs, and the data to be more easily disaggregated and analyzed. In the 2022-2023 administration of the YouthTruth survey, we polled students in grades 3-8, and all families. Our middle school students report an overall engagement of 3.44 (on a scale of 1-5) which ranks in the 60th percentile amongst all YouthTruth participants, with the median California student rating at the 45th percentile. Our middle school students also have an overall culture rating of 3.49 (on a scale of 1-5), which ranks us at the 73rd percentile amongst all YouthTruth participants, and the median California student rating at the 54th percentile. In the are of belonging & peer collaboration, our middle school students report an overall rating of 3.64 (our of 5) and rank in the 91st percentile, compared to the median California middle schooler rating at the 54th percentile. On the 2023 CHKS, 66% of middle school students reported they feel safe or very safe when at school. Elementary school data are similar. Our elementary school students report an overall engagement of 2.79 (on a scale fo 1-3), which ranks at the 46th percentile of all YouthTruth participants, with the median California student rating at the 41st percentile. In the are of culture, our elementary students have an overall rating of 2.25 (out of 3), ranking 68th percential overall. The median California student rates at the 53rd percentile. For belonging, our elementary students have an overall rating of 2.4 (out of 3), ranking in the 65th percentile while the median Californian student ranks at the 51st percentile. On the CHKS, 88% of our elementary school students reported that they feel safe or very safe at school. Our principals disect the data at the site level, collaborate with staff to determine areas of priority, and communicate with the community through advisory committees (like the School Site Council) to determine where to focus energy. While our ratings are above state averages, we want to see growth across all areas at all sites. One are of consistent challenge for us is providing our students with sufficient academic challenge. Students report that they don't always feel like assignments make them really think, or that it requires hard work to do well in school. Looking at assignments and ensuring that there is a strong, visible connection to life application is important, and an area of focus based both on the YouthTruth perception data and on the feedback gathered throughout the strategic plan revision process. Met 15JUN2023 2023 41688740000000 Brisbane Elementary 6 BSD School Climate Survey results were concerning. However, 2022-23 was the second year with an emphasis on social-emotional learning and student wellness in the district (see the district's LCAP for 2021-22 and 2022-23.). Research shows that when a new program (like anti-bullying) is implemented, there is an immediate increase in reported incidences as the students become more aware and more comfortable expressing themselves. Administrators, teachers, aides and counselors are hopeful this is the case, but will continue to monitor high risk students. Sample data: percentage of students who felt safe at school = 86% of 5th graders, 38% of 6th graders, 63% of 7th graders, 46% of 8th graders; percentage of students who felt academically motivated at school = 84% of 5th graders, 73% of 6th graders, 64% of 7th graders, 53% of 8th graders; percentage of students who experienced any harassment or bullying this year = n/a to 5th graders, 62% of 6th graders, 43% of 7th graders, 57% of 8th graders. Met 28JUN2023 2023 41688820000000 Burlingame Elementary 6 Not Met For Two or More Years 2023 41688900000000 Cabrillo Unified 6 Cabrillo Unified School utilized data from our Healthy Kids Survey (2022-2023) and surveyed a total of 672 students grades 5th-12th grade. In addition, a summary of the 4 Healthy Kids Survey themes are demonstrated below. 52% school connectedness 64% Academic motivation 52% Caring Adult Relationship 59% 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 and a district-wide Positive Behavior Intervention System (PBIS) system of support. Cabrillo Unified School District will continue to engage 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 22JUN2023 2023 41689080000000 Hillsborough City Elementary 6 The HCSD administered the California Healthy Kids Survey to students in 3rd-8th grade in the spring of 2023. The survey results from 5th and 7th grade students will be used for comparison to the most recent time (2022) 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 (same rate as 2022) and 93% of 7th graders (4% decrease from 2022) participating. 84% of fifth graders (7% decrease from 2022) reported high or moderate levels of school connectedness and 68% of seventh graders (11% decrease from 2022) 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. To address this impact, our middle school has implemented Building Belonging Week, created a new 7th-grade health elective, started the co-teaching model in three courses, and implemented SEL lessons from Character Strong in the 2023-2024 school year. Our elementary schools continue to build on their weekly SEL lessons and have implemented a revised version of Building Belonging Week. We believe that our small class sizes and very small student:staff ratio, along with school social/emotional programs and supports, have helped buffer further decreases at our elementary schools as we continue to observe the impacts of the COVID-19 pandemic. 92% of fifth graders (6% decrease from 2022) report feeling safe at school all or most of the time and 76% of seventh graders (6% decrease from 2022) report the same. We believe the implementation of the middle school and elementary school supports listed earlier will also help address perceptions of school safety. 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 2024 to gather additional comparison data and to monitor the health of our school climate. Met 20JUN2023 2023 41689160000000 Jefferson Elementary 6 Based on our local school climate survey, grades 3-5 students scored high in Sense of Belonging, School Safety and Learning Models. In grades 6-8, students scored high in Learning Models. Area of focus for grade 3-5 is having a respectful school climate and for grades 6-8 Sense of Belonging. To address areas of focus, our schools continue to implement PBIS and Restorative Practices. Our school counselors teach ongoings SEL lessons and use their small group sessions to reinforce the soft skills needed to create a cohesive and respectful environment. Our goal is to provide teachers with additional training to infuse the CASEL framework into their daily lessons. Met 14JUN2023 2023 41689160112284 California Virtual Academy San Mateo 6 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, the school has/will implement the following: • LC Community social platform for parents/LCs to connect with other CAVA parents/LCs schoolwide and within specific grade bands, providing relevant and meaningful connections, information, resources, and support. • Coffee Chats in English and Spanish for parents and LCs to make connections, share information and resources, and build relationships. • ParentSquare schoolwide communication platform, weekly schoolwide and department newsletters/updates, email, phone calls, and announcements and updates shared in daily live class connects sessions. • Schoolwide initiatives to encourage and support fitness and movement. • Schoolwide Social and Emotional Learning (SEL) plan to drive the implementation to better support teachers/staff and positively impact the school's culture. The comprehensive plan includes the importance of behavioral and physical health. • Extended onboarding to support new students and LCs including adding 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/opportunities, video tutorials, transition support for Elem-MS-HS transitions, and family newsletters. • Care Solace • Expanded support, school supplies and holiday gifts for MKV and Foster Youth • Resources and support for families in need • Comprehensive summer plan to engage students, provide social interaction for students and families who are continuing with CAVA, new to CAVA, and students who need additional academic support. • Opportunities for students to interact in Class Connect (CC) sessions through the implementation of project-based learning and 3 Signature Practices (CASEL). • Service-learning course for students in grades 9-12, and service-learning opportunities are being offered schoolwide, including o Red Ribbon Week (Oct) o Operation Gratitude (Dec) o National School Choice/Talent Showcase (Jan) • In-person events offered to students, including school wide back-to-school park day, monthly all-school outing days, service-learning projects, clubs, e-Sports, picture day, pop-up events, and in-person celebrations, to create opportunities for students in geographical areas to connect and make friends. Met 08JUN2023 2023 41689240000000 Jefferson Union High 6 "DATA: According to the CA Healthy Kids Survey (CHKS) results, students in the 2021-2022 academic year reported feeling less connected compared to the previous year. The survey revealed that 55% of 9th grade students felt connected to school, representing a 4% decrease compared to the previous year. The disparity was even more pronounced among 11th grade students, with only 51% reporting feeling connected, marking a significant 16% decrease from the previous year. MEANING: Among 9th-grade students, those identifying their ethnic background as ""something else"" constitute the highest percentage group perceiving the presence of caring adults on campus. Conversely, students who identify as Asian exhibit the lowest percentage of individuals who feel genuine care from adults. However, when examining 11th grade students, the dynamics shift. Within this group, African American students report the highest percentage of individuals who feel cared for by adults on campus. On the other hand, students identifying their ethnic background as ""something else"" have the lowest percentage of individuals perceiving adults as caring about them. Turning to safety perception, among 9th grade students, white students express the highest sense of security, while Hispanic students indicate the lowest level of safety. However, among 11th grade students, the ""something else"" group reports feeling the safest, while African American students indicate the lowest perception of safety. Lastly, Hispanic 9th grade students exhibit the highest level of academic motivation, while the ""something else"" group demonstrates the lowest academic motivation. Among 11th grade students, Asian students express the highest motivation academically, whereas African American students report the lowest level of academic motivation. Similar to past years, the District needs to focus on addressing and elevating the needs of our African American and Hispanic students. USE: In response to the issues outlined above, the district will further enhance its commitment to mental health and wellness initiatives as well as equity work. Recognizing the importance of supporting students' well-being, the district will prioritize the implementation of comprehensive mental health programs and resources. This includes promoting access to counseling services, providing professional development for staff members to recognize and address mental health concerns, and fostering a positive and inclusive school environment that promotes emotional well-being. Additionally, the district acknowledges the significance of equity and ensuring that every student has an equal opportunity to succeed. It will intensify efforts to address disparities and promote a more equitable educational experience for all students. This includes providing professional learning opportunities for staff to develop cultural competency and awareness, revising policies and practices to mitigate bias and discrimination." Met The questions chosen from the CHKS are aligned to the first three goals of the LCAP. 1. Caring adults in school (% true or pretty much true) 9th grade: 2021-22: 51% true or pretty much true 2020-21: 58% true or pretty much true 2018-19: 59% true or pretty much true 11th grade 2021-22: 58% true or pretty much true 2020-21: 57% true or pretty much true 2018-19: 57% true or pretty much true 2. Perceived safety at school (% safe or very safe) 9th grade: 2021-22: 56% feel safe or very safe 2020-21: 69% feel safe or very safe 2018-19: 57% feel safe or very safe 11th grade 2021-22: 58% feel safe or very safe 2020-21: 75% feel safe or very safe 2018-19: 56% feel safe or very safe 3. Academic motivation (% agree or strongly agee) 9th grade: 2021-22: 62% feel satisfied or very satisfied 2020-21: 62% feel satisfied or very satisfied 2018-19: 71% feel satisfied or very satisfied 11th grade 2021-22: 55% feel satisfied or very satisfied 2020-21: 60% feel satisfied or very satisfied 2018-19: 67% feel satisfied or very satisfied 20JUN2023 2023 41689240127548 Summit Public School: Shasta 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"": 94% Students responding ""agree"" or ""strongly agree"" to ""There is at least one adult at school that I trust"": 90% 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 08JUN2023 2023 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. The last three surveys were administered in Spring of 2022, Fall of 2022 and Spring of 2023. The results of the survey indicated that over time the perception of students connectedness to school dropped. 61% of 3rd though 5th graders and 39% of 6th through 8th graders responded positively to questions around connectedness to school in Spring 2022. Those percentages dropped to 57% for 3rd-5th and 37% for 6th-8th in Spring of 2023. With regards school saftey, The results of the survey indicated that over time the perception of school Safety dropped. 63% of 3rd though 5th graders and 65% of 6th through 8th graders responded positively to questions around school safety in Spring 2022. Those percentages dropped to 61% for 3rd-5th and 60% for 6th-8th in Spring of 2023. This survey data shows that middle school students were not feeling as connected to their school in comparison to 3rd through 5th grade students. Also, low attendance reates and high chronic absenteeism correlated to students feeling connected to school. School Sites along the support from the district office developed family engagement plans to that are addressing student connectedness to school along with family engagement. Also, schools are developing and implementing Attendance campaigns to help improve attendance and reduce chronic absenteeism. We are already seeing an improvement in attendance and students feeling connected to their school's due to some of these efforts. Met 14JUN2023 2023 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. LHPUSD completed a 2-year Rural School Design program from 2021-2023. In 2021-2022 LEAPS for innovation were developed: Relevancy Connection to Community Social Consciousness and Action Critical Thinking In 2022-2023 an Instructional Framework was developed and adopted which reflects these LEAPS. The framework is being implemented in 2023-2024. Not Met 21SEP2023 2023 41689570000000 Las Lomitas Elementary 6 The District used multiple survey tools distributed in the previous academic years to inform programming for the 2023-2024 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 07JUN2023 2023 41689650000000 Menlo Park City Elementary 6 MPCSD administers the Panama Survey to 3rd-5th and 6th-8th grade students. *Panorama scoring changed from Mean Score to Percent Favorable 2023 For sense of belonging, our 3rd- 5th graders scored at 72% favorable (down 3? From last year, 80-99 percentile) and our 6th- 8th graders scored at 46% favorable (down 1? From last year, 20-39%ile) 2023 For feeling physically & emotionally safe our 3rd-5th graders scored 74% (down 3, 80-99 percentile) and our 6th-8th graders scored 67% (down 6 from last year, 60-79th%ile). Our elementary students continue to feel a strong sense of belonging and safety in their school community, scoring in the 80-99 percentile nationally. 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 increase our effectiveness 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 encompasses our approach in raising outcomes for all students that includes social-emotional well being in addition to academic achievement. Met 08JUN2023 2023 41689730000000 Millbrae Elementary 6 Not Met For Two or More Years 2023 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 2-8. Overall, there is an apparent high degree of satisfaction with the majority of Portola Valley School District programs as well as school climate. Results of the 2022-2023 End of year student survey indicate: 92% of students in grades 2-8 feel safe while at school. 85% 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. 91% of students say they are provided with opportunities to be challenged. Results of the 2022-2023 End of year parent survey indicate: 94% of parents stated that our schools have a safe and positive learning environment. 88% of parents stated that they feel comfortable communicating with the school district. 81% of parents stated that they feel that they are being informed on issues and school news. 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. Specifically, Goal 2 in PVSD’s LCAP is focused on Wellness, Communication and Safety: The Portola Valley School District will provide a safe, healthy and respectful learning environment to maintain involvement and satisfaction of students, staff, parents and community members. Met 15JUN2023 2023 41689990000000 Ravenswood City Elementary 6 Each year, Ravenswood students and families complete the California Healthy Kids Survey. Unfortunately, we are typically limited in the number of 5th grade students who complete the survey. Last year we noted that there was improvement in the category of students experiencing sadness/hopelessness, from 58% in the prior year, to 26% last year. We believe that this demonstrates the effectiveness of our efforts towards rebuilding relationships and providing a safe educational experience at school. We have continued to provide mental health support available for students at all sites, and additional resources are accessible for staff and families. We have a number of staff at school sites and the district level that support students and families by providing them with access to mental health resources that address any issues affecting their academic performance, while also connecting them with relevant community resources. Additionally, they provide our staff with support and professional development opportunities and focused on trauma-informed practices. There has also been a local focus on providing consistent access to quality social emotional learning and behavioral supports and interventions. Met 22JUN2023 2023 41689990134197 Aspire East Palo Alto Charter 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 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. 75% 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. 54% (Grades 3-4)/46% (Grades 5-8) 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. 06JUN2023 2023 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 44% of grade 6-8 students feel that school have positive energy - 57% of Gr 3-5 and 60% of grade 6-8 students are not worried about violence at schools Grades 3-5: School Belonging = 62% School Climate = 58% School Engagement = 49% School Safety = 60% School Teacher-Student Relationships = 72% Grades 6-8: School Belonging = 34% School Climate = 41% School Engagement = 24% School Safety = 51% School Teacher-Student Relationships = 44% RCSD also look at student attendance and suspension rate. - Suspension rate is 2.73% - Expulsion rate is 0% - Attendance rate 92% 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. 28JUN2023 2023 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 85%. Connect performs in the high range for Trust. Connect continues to make plans to increase parent engagement and student safety. 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. Met 22JUN2023 2023 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. 68% 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. Grades 5-8: 54% / Grades 3-4: 70% 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. 06JUN2023 2023 41690050132076 Rocketship Redwood City 6 Families are largely satisfied with the school, with 70% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school has provided meaningful ways to support their child's learning and meet their goals, reported by 77% of families and 77% of students feeling happy and excited to come to school each day. We are working to help families be more knowledgeable about events happening at the school and in the community that focus on improving education in the community. Met 08JUN2023 2023 41690130000000 San Bruno Park Elementary 6 CA Dashboard Data for SBPSD indicated a need to continue working towards climate improvement as it relates to attendance across all schools while improvement was visible on the suspension dashboard indicator as well as our English Learner Progress Indicator. In response to the data, the district will implement MTSS teams at all sites, implement more attendance initiatives, increase intervention supports and provide staff development for all teachers regarding English Learners. Met 07JUN2023 2023 41690210000000 San Carlos Elementary 6 Results of the 2023 California School Health and Learning Surveys given to families, students and teachers/staff can be found in Priority 3 and in the SCSD LCAP: https://drive.google.com/file/d/1FdEtw85T9vG5niO4qxRgGDxD-rqbZxc0/view. 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 are implementing strong Middle School transition programs (Where Everybody Belongs (WEB), and School Ambassadors) to further enhance students entering middle school. Both middle schools are working with their staff on implementation of restorative practices and other alternatives to negative consequences. Met In addition, Diversity, Equity, and Inclusion and Belonging (DEIB) continued to be identified as an important focus of continuous improvement from all stakeholder groups. The District's work in DEIB is in its fourth 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 initially 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. In turn, 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 continued to lead the work in this area in 2022-23. Progress monitoring has revealed the need to go deeper with the work, with more emphasis on training to prepare district and site leaders to facilitate the work. As a result, SCSD has enrolled in the California School Leadership Academy (21CSLA) for the 2023-24 school year. 15JUN2023 2023 41690216112213 San Carlos Charter Learning Center 6 "San Carlos Charter uses a school-wide universal screener to assess the health of our school climate. The digital tool we use captures learner disposition with respect to 9 distinct categories. The overarching theme from this data is that our learners enjoy school, feel safe and connected and view themselves as learners able to access the curriculum. Below captures our celebrations, focus areas and next steps. Celebrations In Grades 6-8, all PASS factors are scoring in the ""green zone"", correlating with high satisfaction with their school experience. In Grades 6-8, perceived learning capability (PASS factor 2), preparedness for learning (PASS factor 4), and response to curriculum demands (PASS factor 9) are falling in very high percentiles. This indicates that as a whole your students are reporting connectedness to the curriculum, an appreciation for learning, and a feeling they have the tools they need to succeed. Grade 2 Boys (an expressed area of concern/curiosity) are falling in high percentiles across the board. Focus Areas While still falling in a relatively high percentile (in the ""green zone""), Grades 6-8 showed a significant drop in self-regard as a learner (PASS factor 3) and general work ethic (PASS factor 6) over the course of the school year. Kindergarten Boys are falling in a low percentile for feelings about school (PASS factor 1). Take Aways & Next Steps The middles school team has two regularly scheduled courses designed to address the Self regard as a learner and General work ethic data points from our middles school survey results. Focus is a designated time in the school day where all learners are given a chunk of 30-45 minutes to get organized, meet with educators, or complete work. Focus class meets 2-4 times per week as scheduling allows.During focus time, educators are leading the classes in executive functioning tasks such as timelining a project or filling in a day planner. Forum class is designated small group SEL time. Each grade level cohort is split into 3 small groups who meet weekly for 30-45minutes. Each forum presents a shared activity, a discussion and a reflection. Forum is heavily structured in the early weeks to grow a safe space for kids to share. As the groups are more comfortable with each other, learners share more freely about their internal lives amd interpersonal relationships. While we are curious about the low percentile for feelings about school amongst our youngest boys on campus, we haven’t quite identified what the root cause may be. The K-5 grade level teams give careful consideration to many aspects of learners when building class rosters for the new school year. It’ll be interesting to see if the shift in class placements for learners influences the self-reporting of this cohort of learners who identify as boys who are now in grade 1." Met 07JUN2023 2023 41690390000000 San Mateo-Foster City 6 Not Met 2023 41690470000000 San Mateo Union High 6 The District conducts an annual Panorama Climate survey in Feb. each year. It reviews the following issues: - Diversity and Inclusion: How diverse, integrated, and fair school is for students from different races, ethnicities, or cultures. - Cultural Awareness and Action: How often students learn about, discuss, and confront issues of race, ethnicity, and culture in school. - Hate-motivated Speech: The extent to which students experience or witness acts of intolerance on campus and the extent to which those issue are effectively redressed. We found overall that students feel supported and included in their schools. However, we were significantly concerned by the overall responses of African American students and have begun some inquiry in focus groups about how we can address and redress the concerns raised by that student subgroup. Finally, we were also concerned about the general level of engagement of students so look to address that through work prompted by our Instructional Framework, Met 22JUN2023 2023 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 17MAY2023 2023 41690620000000 Sequoia Union High 6 Not Met 2023 41690620112722 Summit Preparatory Charter High 6 "Students responding ""agree"" or ""strongly agree"" to ""I feel emotionally safe at school"": 84% Students responding ""agree"" or ""strongly agree"" to ""I feel physically safe at school"": 93% Students responding ""agree"" or ""strongly agree"" to ""There is at least one adult at school that I trust"": 68% 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. Consistently year over year, 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. Additionally, we have a mentor group leadership team that represents 1-2 students from each mentor group at the school that meets directly with the Executive Director at least 3x a month. This allows a structure for students to have access to share improvement ideas, how school is experienced, and feel empowerment over school culture and instruction." Met 08JUN2023 2023 41690620119503 Everest Public 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 ""There is at least one adult at school that I trust"": 76% 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." Met 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. 08JUN2023 2023 41690620126722 East Palo Alto Academy 6 "To analyze school climate EPAA uses attendance data, the well-being universal screener survey twice a year, and a Panorama survey. Both surveys are given to all students in 9th-12th grade. The well-being universal survey was given to better understand the school's current social-emotional needs and to create support around those needs. The survey identified trends; guiding the creation of parent workshops, student support groups, and access to individual counseling. For parents, workshops were presented on the following topics: anxiety and depression, overcoming adversity and trauma, stress management & self-care, and, substance use. Together, these workshops informed them about the correlation between self-medication and mental health, the mental health struggles, strategies and tools to support their student, and services where their student could access the appropriate resources. We included Tier One workshops as part of the school-wide advisory system in Neuro-Science of Addiction, Healthy and Empowered Relationships, and Healthy Internet Use, among other interventions such as a theater production to help ?raise ?awareness around creating a safe and welcoming school for our LGBTQIA+ students. In general, we saw some positive results for 2022-23, especially relative to the challenges around school safety during the 2021-22 school year. While the Panorama Survey results were somewhat disappointing overall, the other raw data was very positive. Our actions toward our goal for school safety are giving us the desired positive results, backed by the data. The percentage of guardians and parents attending meetings was strong, especially for SLC meetings in the 9th grade and the annual school counselor meetings. Attendance is getting better from 87% last year to 90% according to A2A from August 2022 to May 2023. Overall referral and suspension data reflects the reported feeling of more safety and comfort at school (which again, is not noted in Panorama, but is true when looking at other measures). Suspensions are down (at zero), as are the referrals in general, the lowest in years, and especially related to ""Caused/Attempted/Threat to cause violence"" from Aug 2022-May 17, 2023 is zero. In the Panorama Survey students did report 82% favorable for “supportive relationships”. We continue to struggle around “Engagement” at 25% favorable, and “Sense of Belonging” at 30% favorable. We are hopeful that continuing to invest in Student Leadership and all school activities will help with this, as well as our new expanded partnership with the BGCP and other CBOs to help us do a “Road to Legendary” Friday where students have 90 minutes on a Friday to try electives, clubs, and other activities that will meet a need for investigating some of their passions and meeting different people who are not in their immediate friend group. We are very hopeful that we will continue to see positive growth in the area of school climate overall." Met 21JUN2023 2023 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. 77% 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. 44% 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. 06JUN2023 2023 41690700000000 South San Francisco Unified 6 In Spring 2023, SSFUSD administered the California Healthy Kids Survey (CHKS) to students in grades 5, 7, 9, and 11, as well as staff and parents. Preliminary results from student surveys indicate: 83% of elementary students and 55% of secondary students agreed that adults at school care about them 91% of elementary students and 72% of secondary students agreed that adults at school believe they can succeed 74% of elementary students and 49% of secondary students agreed that they feel they are a part of their school These results show what while positive connections are formed at our elementary schools, these sentiments wane as students matriculate through our system. These results also mirror feedback from community engagement sessions. Further exploration of these results including discussions with student groups will be planned for 2023-24 as student engagement and school climate are areas of focus for our school climate and counseling teams next year. SSFUSD includes in the annual LCAP Community Input Survey a few questions mirroring those from California Healthy Kids Survey. Though it was a smaller sample, responses for the school climate questions mirrored the results from the California Healthy Kids survey. The CHKS and LCAP survey data reinforced SSFUSD's emphasis on school connectedness and the need to reestablish strong, inclusive school climate and culture in our schools in the transition back from COVID school closures. 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. SSFUSD was recently a recipient of the SBHIP grant in partnership with the San Mateo County of Education and another local school district; this grant will support the District's implementation of Wellness Centers and a Peer Counseling program in our secondary schools, as well as preventative programs for substance abuse and prevention. 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 2023-24 school year. Met 22JUN2023 2023 41690880000000 Woodside Elementary 6 DATA: Analysis of the 22-23 annual school climate survey revealed many interesting findings. Families reported wanting more rigor in the curriculum post-Covid, but felt split overall about whether or not more homework should be provided. Families appreciated the continued opportunity to Zoom or join meetings virtually, and over 85% say they feel included in the school community. Families expressed wanting more communication from teachers, and more consistency in communication across grade levels. The majority of parents prefer communication above all else. Additionally, parents of students with IEPs and 504s were satisfied with all of the support services that their students received across the board. (2/3) MEANING/USE: These results show that we have strong overall academics but are still rebounding post-Covid to return to normal levels of rigor. Additionally, the LEA/school shows high levels of family inclusion due to the options that we provide for engagement. We will use this data to continue to assess our academic programs to maximize student success and to seek ways to increase parent-teacher connections via different communication options. Met 06JUN2023 2023 42104210000000 Santa Barbara County Office of Education 6 "The California Healthy Kids Survey (CHKS) was administered in November 2022, with 55% of students in grades 8-12 participating. Parents also participate annually in locally developed surveys. Survey results are reviewed, analyzed, and summarized in the Local Control Accountability Plan (LCAP). CHKS results indicated that 60% of students try to do better in their schoolwork and 59% of students reported that a teacher or other adult wants them to do their best. Data confirmed that building relationships with students has a meaningful impact on them and their choices. Many students served come in with adverse childhood trauma. Survey results indicate that they have an adult whom they can trust at school. Having a caring adult has proven to be an indicator of a child’s ability to overcome childhood trauma and build resiliency. 88% of students reported they've used illicit alcohol or other drugs to get ""high"", and 36% reported heavy drug use. 20% of students reported being chronically sad or having feelings of hopelessness. This data supports the need for a Youth Support Specialist (YSS) that provides individual and group therapy sessions. In 2022-23, staff received training in mental health, substance abuse, and trauma-informed practices to support student needs. Additionally, biannually staff renew their certification in Crisis Prevention & Intervention (CPI)." Met 09JUN2023 2023 42691040000000 Ballard Elementary 6 The ESE Climate Survey was administered to grades 4-6 by the LEA during the spring of 2023. 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. 83% 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. 98% of students say they feel safe at school. Met 23JUN2023 2023 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, 95% feel that students are generally respectful of each other and 79% feel that there are people who care about them. Met 15JUN2023 2023 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 positve 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 childs 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 expectation 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. In 2022-2023 an additional survey was provided to families. Results of the survey will be shared with stakeholder groups at the start of the 2-23-24 school year. Of the eighteen respondents, 45% were in grades k-5, and 55% were in grades 6-12. Results again indicated that families feel safe and connected to the school. I feel I am given the opportunity to give input regarding my child's progress and education at FPCS 89% My child(ren) feel safe while at their learning center 100% Even though FPCS is an independent study charter school, my child(ren) feel connected to their learning center because they have adults they can go to for help or support 100% When developing a survey for the 23-24 school year additional respondents will be included, and the data will be aggregated for ethnicity. Met 30JUN2023 2023 42691120124255 Trivium Charter 6 We survey our families at least once a year. After reviewing our results for over a decade, the results from year-to-year are similar. Parents would like us to have our own facilities and a subset of parents would like more days on campus. As a non-classroom-based school, we have limitations to meeting that request. Parents love our events and on-campus classes. We have stepped back from using much technology use in our in-person classes based on parent feedback. Met 15JUN2023 2023 42691120137877 Trivium Charter School Adventure 6 We survey our families at least once a year. After reviewing our results for over a decade, the results from year-to-year are similar. Parents would like us to have our own facilities and a subset of parents would like more days on campus. Met 15JUN2023 2023 42691120137885 Trivium Charter School Voyage 6 We survey our families at least once a year. After reviewing our results for over a decade, the results from year-to-year are similar. Parents would like us to have our own facilities and a subset of parents would like more days on campus. We survey our families at least once a year. Parents would like us to have our own facilities and a subset of parents would like more days on campus. As a non-classroom-based school, we have limitations to meeting that request. Parents love our events and on-campus classes. We have stepped back from using much technology use in our in-person classes based on parent feedback. Met 15JUN2023 2023 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 2022.. The major findings from the 2022-2023 CHKS are as follows: 5th and 7th grade students report high to moderate levels of school connectedness at 72% and 48%, respectively. Students in 5th and 7th grade report high to moderate levels of academic motivation at 83% and 62%, respectively. A majority of both 5th and 7th grade students report they feel there are caring adults at school, 71% and 55% 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 coordinator 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 2022, the district collected its baseline data. The survey is administered twice during the school year to parents, staff, and students. 4th-8th Sense of Belonging 47% favorable 4th-8th Social Awareness 65% favorable Staff -Sense of Belonging 65% favorable Parents- 29% favorable Family 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 two outreach mentors 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. 21JUN2023 2023 42691380000000 Buellton Union Elementary 6 Buellton Union School District administers the following surveys: • CA Healthy Kids Survey 9CAHKS0< grades 5 & 7 = every other year • Parent Satisfaction Survey = annually • California School Staff Survey = every other year In 2020-2021, and 2022-2023, the district 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 and additional administration of student staff and community surveys to gain insight into social/emotional learning and student well-being. 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 imporve both school sites and become active stakeholders in their education and schools. Recent use of student focus groups to provide inpute on the development of the LCAP and the district Vision/Mission/Values statements have been productive and fund for everyone involved. 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 develpment of our students. In order to do so, the district is in the fourth year of implementing a district-wide curriculum called Second Step. a multi-year staff development initiative through the work of Dr. Brackett and the RULER Initiative continues into a third year and school wide implemention. The district employs a school couselor full-time in order to work with more students in a group setting. We also have lunch club at the middle school that focus on kindness and friendship. Met 14JUN2023 2023 42691460000000 Carpinteria Unified 6 DATA: Higher rate of school connectedness at CHS (7th-79%; 9th-91%; 11th-89%) Higher rate of student perception of school safety at CHS (7th-79%; 9th-96%; 11th-92%) High rate of academic motivation (7th-86%; 9th-90%; 11th-86%) MEANING: The district will continue to focus on increasing school climate, specifically meaningful participation of students at Carpinteria Middle School . USE: Carpinteria Middle School has implemented the following activities to improve school climate: Grade 6 Survey class using the 7 Habits of Highly Effective Teens ASB elective Implementation of Positive Behavioral Intervention Strategies (PBIS) Implementation of social skills curriculum in grades 7 and 8 Assemblies for student recognition Early release time for teacher collaboration to monitor student progress and adjust instructional practices AHA! Peacebuilders After School Program Increased after school programming - Soccer, Skateboarding (PUSH Project), Girl’s Inc. Met 13JUN2023 2023 42691610000000 Cold Spring Elementary 6 On May 4, 2023, all fifth and sixth-grade students completed a school climate and educational programs survey. The survey results were used to inform the actions tied to the LCAP Goals. ALL students reported they feel like the Cold Spring teachers and staff are either extremely supportive/supportive at school. In addition, ALL students feel like the teachers and staff care about their success at school. The common qualitative thread for school improvement came from the need to install new playground bars near the upper basketball courts. As a result, the District worked in collaboration with the student council to raise funds for the new bars that were installed over the summer. A parent volunteer removed the old bars for the school. In addition to 100% of students feeling connected, according to the 2022-2023 LCAP Survey, 94% of parent and community respondents feel the culture and climate at Cold Spring School is Excellent/Above Average. According to the student database system, Schoolwise, the District has zero suspensions and expulsions recorded during the 2022-2023 school year. Cold Spring District leadership and the Board of Trustees have allocated local revenues to increase and improve services for all students including our most challenged and at-promise populations. The result of this attention to these specific demographics, now labeled as unduplicated pupils in low-income, foster youth, or English Learner groups, is evident in the District’s ongoing high achievement scores and reputation for excellence. As a Basic Aid district, Cold Spring is committed to providing ample services to all students with particular emphasis on those most in need, whether or not they are among the unduplicated count of students. The needs of these students were prioritized through student data, community surveys, and stakeholder feedback. This feedback indicated the need for targeted small group instruction which is given to these student groups through a Reading Intervention teacher. There were no performance gaps as indicated on the California Dashboard. However, the LEA will continue to identify and provide interventions for any student who is not meeting or exceeding standards in Math and/or ELA. The LEA will continue to provide before and after school reading and math tutoring as well as reading intervention during the instructional day to improve the services for low-income students. The LEA does not have any English Language Learners or foster youth. The LEA is also provided a project-based summer school program designed to target the critical standards needed for mastery to at-promise students in grades two through five. Met Creating a positive school culture goes hand in hand with all members of the team focused on academic achievement, healthy personal development, and environmental responsibility, and enthusiasm for lifelong learning. The actions and metrics will continue to create one of the best schools in the state as they are supported by research-based best practices. The ultimate goal is to create a shared mindset from all stakeholders around student learning in order to create a coherent system that ensures equity for all students. A powerful indicator of cultural coherence will come when virtually all members of the school community are articulating the same goals and strategies which are centered around the following three big ideas that serve as the core of professional learning communities: *A relentless focus on learning for all students. *A collaborative culture and collective effort to support student and adult learning. *A results orientation to improve practice and drive continuous improvement (Dufour & Fullan, 2013, p.14-15). 21JUN2023 2023 42691790000000 College Elementary 6 The ESE Climate Survey was administered to grades 5-8 by the LEA during the spring of 2023. 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. 70.6% 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. 78.75% of students say they feel safe at school. Met 20JUN2023 2023 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 Spring 2023 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 areas of a. creating a more clean and tidy environment, and b. 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. Met 20JUN2023 2023 42691950000000 Goleta Union Elementary 6 Goleta Union School District annually surveys second and sixth grade students regarding school climate. In the spring 2023 survey, strengths included an overall sense of belonging, that school is good, teachers believe they can learn and that their families support them. Sixth grade students additional acknowledged that they feel recognized for good work and that it is clear that bullying is not allowed. Areas of growth for both second and sixth grade include more opportunities to have fun while learning, feeling challenged in their learning, and that students could be more friendly. Second grade students wanted to feel more safe while at school. Sixth grade students noted that they'd like students to stop bullying when they see it and for students to treat each other with more respect. In response to this survey data, principals have created actions in their school plans to safe student interactions. Additionally, all credentialed staff participated in professional learning around differentiation strategies to support choice in learning. Site leadership teams will work with principals to monitor student needs and support as needed. Met 14JUN2023 2023 42692030000000 Guadalupe Union Elementary 6 "Key learnings from the survey results include: In the area of Perceived School Safety, which is determined by questions related to feeling safe at school, experiences of harassment or bullying, fear, and weapons at school, 78% of 4th grade students reported feeling safe ""all"" or ""most of the time"". 67% of 5th grade students reported feeling safe ""all"" or ""most of the time"", and 53% of 7th grade students reported feeling ""very safe"" or ""safe"". In the area of School Connectedness, made up of feeling close to people at school, happiness at school, feeling a part of school, feelings of being treated fairly, and feeling safe at school, we learned that 78% of 4th graders reported ""all"" or ""most of the time"". This slowly decreased to 64% at 5th grade, and 47% at 7th grade ""strongly agree"" or ""agree"". In the area of Caring Relationships with teachers/adults at school, 87% of 4th graders reported ""all"" or ""most of the time"", 77% of 5th graders, and 50% of 7th graders ""strongly agree"" or ""agree"". These results reveal the following: Strengths - the majority of our students report high ratings in the school climate surveys in most areas. Areas for growth, challenges, and barriers- our students' perceptions of feeling safe and cared about at school decline as students advance in grade. We also noted a discrepancy between staff and student perceptions. Resulting decisions and actions in response include increased attention to professional development for leadership, teaching, and support personnel to be able to provide programs and services directly related to increasing student experiences in these areas. Restorative practices, engagement and incentive programs, and increased counseling/support services, and improved collaboration with community partners were identified as actions to improve these results." Met 21JUN2023 2023 42692110000000 Hope Elementary 6 During the 2022-23 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. Additionally, family and staff surveys were sent via Parent Square and results were used to create LCAP goals and actions. Met 12JUN2023 2023 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 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 that 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 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 for school climate, 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 social-emotional needs of all students. LUSD continues to implement and sustain PBIS at all school sites. 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. Met 27JUN2023 2023 42692290116921 Manzanita Public Charter 6 "MPCS sent out LCAP educational partner engagement surveys to parents, teachers, and support staff with the intent to gather feedback and suggestions related to the development of this LCAP. During regularly scheduled staff, School Site Council, and parent-teacher-student advisory board meetings and PLC's, employees and members were asked to share their LEA improvement perspective through discussions held throughout the school year. Additionally, the Manzanita staff, school site council, PTSAC advisory board, and governance board participated in a 'vision' planning session, which included an exercise by which they were asked to focus on the school's EL learner population. After reviewing state and achievement data, it was determined that the lowest achieving subgroup at Manzanita was the school's EL learner population. At these meetings, each group was asked to write their ""ideal actions"" to improve support and achievement for this subgroup. These new actions were prioritized and included in this LCAP, along with other suggestions stemming from data and real world experiences on the campus. Throughout the year, the LEA has reviewed student data. From early Fall through late Spring, school leadership met regularly to engage in strategic planning processes in support of the LCAP development. We reviewed the LCAP survey results while identifying common trends and suggested actions and services. This process helped establish the priorities of focus based on existing data, student need, and educational partner input. The LCAP and Annual Update Educational Partners Engagement process began with an examination of Renaissance STAR data, attendance and discipline data, ELPAC performance, surveys, and Smarter Balanced (SBAC) data. Based on the summative results of this data, stakeholders were invited to provide feedback on the plan goals, action steps, and individual targets for each of the goal areas with a focus on the school's English Learner (EL) scholars. Strengths and areas for future growth were identified through this process, and academic, as well as social emotional direction, will be revised and updated to reflect the feedback." Met 14JUN2023 2023 42692450000000 Los Olivos Elementary 6 On January 30, 2023, I surveyed our middle school students and here is what I learned. 95.24% of middle school students strongly agree, or agree, that teachers and adults on campus have high expectations for students. 88% of students strongly agree or agree that they feel safe here at Los Olivos School. 35% of students strongly agree or agree that they have struggled with bullying here at Los Olivos School. Based on the survey results we will make this a focus of our Morning meetings hand in hand with social and emotional support. We will continue our relationship with Care Solace which helps school districts to provide wraparound support for every student, staff member, and family member in need. One LCAP survey question was, My child has access to counseling for social and emotional needs? 50.04% agreed or strongly agreed, and 45.24% neither agree or disagree, and 4.76% disagree, therefore, we will inform parents through Parent Square that we have a licensed Marriage and Family Therapist on campus one day a week, and she is available to all students to meet individually and collectively during lunch. Another LCAP survey question was, is the Principal available to speak with parents and families. The results were 100% of families that replied said yes, he is. Met 12JUN2023 2023 42692520000000 Montecito Union Elementary 6 "The overall results of the survey are exceptional. 99% of respondents “Strongly Agreed or Agreed” with the statement that they were, “satisfied with the quality of education at MUS.” these data suggest areas to further explore for the staff and for the Board Members. The areas which declined by five percentage points or more and the areas that rated less than 90% “Strongly Agree plus Agree” should be looked at first in Administrative Cabinet meetings, Teaching and Learning Collaborative Meetings, and/or in other collaborative settings . One area for growth was our food program and warmers have been purchased to increase quality of food. Another area that decreased but still had 94% satisfaction was inclusion of students in special programs. The school has launched an ""All Means All"" campaign to further support empathy and inclusion. Reading support saw a small dip, but still had 92% satisfaction. The school has retained a one year teacher on special assignment to support literacy instruction and remediation" Met 12JUN2023 2023 42692600000000 Orcutt Union Elementary 6 "DATA The following were the district's major areas of focus in 2022-2023. Data from the 2022 California Healthy Kids Survey (CHKS) are cited for each area. ""Frequent sadness"" - 17% of 5th graders ""Experienced social emotional distress"" - 28% of 7th graders ""Experienced chronic sadness/hopelessness"" - 31% of 7th graders These percentages were up from the 2020 administration of the CHKS. This supports the district’s work on mental health support for students. ""Considered suicide"" - 12% of 7th graders This percentage is exactly what it was in 2020. Even 1% is too much in this area, and this again supports the district’s work on mental health. ""Adults have high expectations for students"" - 87% of 5th graders, 72% of 7th graders ""Caring adults in school"" - 71% of 5th graders, 60% of 7th graders While these are positive numbers, we continue to target improvement in this area. MEANING 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 with a foundation of social/emotional wellness and safety. USE The district added an additional counselor in 2021-2022, and in 2022-2023 it began a collaboration with the Santa Barbara County Education Office on a Mental Health Student Services Act-funded program to provide students access to a community navigator. The community navigator was based at Orcutt Academy High School but was available to all schools to help the families of students with mental health issues access community-based care. For 2023-2024, an additional community navigator has come on board to give all three secondary sites (OAHS, Lakeview JHS, and Orcutt JHS) a day of support. After being piloted in 2021-2022 and 2022-2023, SEE (Social, Emotional, and Ethical) Learning has been adopted as the social/emotional learning curriculum for OUSD. Research has shown that explicit instruction for students in self-management, self-awareness, social awareness, and relationship skills results in improved academic outcomes and improved behaviors at school. SEE Learning does just that. We have been working on systems that let us know when students are having mental health issues. Our secondary schools have distributed QR codes for reporting any kind of concern. Securly provides notifications to administrators when students engage in online searches or posts with content indicative of violence, self-harm, or depression. NewDawn Security scans social media posts and online activity for any threats to students and/or schools. We have updated our protocol for responding when students are at risk of harming themselves. The new protocol includes doing a risk assessment, taking steps needed to restore psychological well-being, and follow-up with high-risk cases." Met Our district prioritizes relationships, as teachers, principals, and others who work in our schools strive to have positive rapport with students. We see getting-to-know-you activities, team building, and the setting of classroom norms as vital investments of time that build a positive social climate. We recognize student-educator relationships on our campuses as a strength – and the foundation of student emotional wellbeing. We work hard to provide a range of activities and programs that enable students to connect to each other and to their school. These activities have academic and recreational benefit, but for some students they can be the motivation to come to school. We realize that for some students HOPE means “having one positive experience.” Having hope underpins student mental health. Examples of these activities include cocorricular events such as Battle of the Books and the Northern Santa Barbara County Math Super Bowl, athletics ranging from elementary track to junior high school sports, arts programming including Arts Attack and Band, and special learning experiences such as the district's new water safety/swim lesson program for fourth graders done in partnership with the Santa Maria Valley YMCA. All of these initiatives help students connect to each other and to their schools. 07JUN2023 2023 42692600116434 Orcutt Academy Charter 6 "DATA The following were the Orcutt Academy's major areas of focus in 2022-2023. Data from the 2022 California Healthy Kids Survey (CHKS) are cited for each area. ""Experienced social emotional distress"" - 21% of 7th graders, 38% of 9th graders, 31% of 11th graders ""Experienced chronic sadness/hopelessness"" - 33% of 7th graders, 34% of 9th graders, 42% of 11th graders These percentages were up from the 2020 administration of the CHKS. This supports the district’s work on mental health support for students. ""Considered suicide"" – 7% of 7th graders, 18% of 9th graders, 17% of 11th graders These percentages, although unacceptably high, have declined from the CHKS administration in 2020. ""Adults have high expectations for students"" - 78% of 7th graders, 86% of 9th graders, 81% of 11th graders ""Caring adults in school"" - 78% of 7th graders, 77% of 9th graders, 77% of 11th graders While these are higher numbers, we continue to target improvement in this area. MEANING 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 with a foundation of social/emotional wellness and safety. USE In 2022-2023 the Academy began a collaboration with the Santa Barbara County Education Office on a Mental Health Student Services Act-funded program to provide students access to a community navigator. The community navigator was based at Orcutt Academy High School and helped several students with intensive mental health needs to find community-based care. After being piloted in 2021-2022 and 2022-2023, SEE (Social, Emotional, and Ethical) Learning has been adopted as the social/emotional learning curriculum for the district. Research has shown that explicit instruction for students in self-management, self-awareness, social awareness, and relationship skills results in improved academic outcomes and improved behaviors at school. SEE Learning does just that. We will launch SEE Learning in 2023-2024. We have been working on systems that let us know when students are having mental health issues. OAHS has distributed QR codes for reporting any kind of concern. Securly provides notifications to administrators when students engage in online searches or posts with content indicative of violence, self-harm, or depression. NewDawn Security scans social media posts and online activity for any threats to students and/or schools. We have updated our protocol for responding when students are at risk of harming themselves. The new protocol includes doing a risk assessment, taking steps needed to restore psychological well-being, and follow-up with high-risk cases." Met The Orcutt Academy prioritizes relationships, as teachers, administrators, and others who work at OAHS and OAK-8 strive to have positive rapport with students. We see getting-to-know-you activities, team building, and the setting of classroom norms as vital investments of time that build a positive social climate. We recognize student-educator relationships on our campuses as a strength – and the foundation of student emotional wellbeing. We work hard to provide a range of activities and programs that enable students to connect to each other and to their school. These activities have academic and recreational benefit, but for some students they can be the motivation to come to school. We realize that for some students HOPE means “having one positive experience.” Having hope underpins student mental health. Examples of these activities include cocorricular events such as Battle of the Books and the Northern Santa Barbara County Math Super Bowl; athletics ranging from elementary track to high school sports; arts programming including Arts Attack, OAHS Theatre Arts, and Band; and special learning experiences such as the district's new water safety/swim lesson program for fourth graders and college field trips planned for OAHS students. All of these initiatives help students connect to each other and to their school. 07JUN2023 2023 42693100000000 Santa Maria Joint Union High 6 "The California Healthy Kids Survey (CHKS) was given to students in the Fall of 2022. The student data for school connectedness reveal that 45% of ninth-grade students an average reporting of ""Agree"" or ""Strongly Agree,"" and 43% of eleventh-grade students an average reporting of ""Agree"" or ""Strongly Agree,"" with our continuation high school students an average reporting 68% ""Agree"" or ""Strongly Agree."" The question ""Caring Adult Relationships"" reported 47% (9th-grade), 48% (11th-grade), and 69% (continuation HS) for ""Agree"" or ""Strongly Agree."" The question ""Meaningful participation at school"" reported 28% (9th-grade), 18% (11th-grade), and 28% (continuation HS). There were differences among the continuation high school students and comprehensive 9th and 11th-grade students in the responses for perceived school safety. 80% of continuation high school students reported ""safe"" or ""very safe,"" compared to 41% of 9th-graders, and 42% of 11th-graders. Academic motivation was 57% for 9th, 58% for 11th and 68% for our continuation school. The District professional development plan includes continued training in restorative practices, cultural proficiency, and social-emotional well-being support for all students toward the improvement of student connectedness and school safety. The 2022 Fall Panorama survey results show an increase in school climate for staff with a favorability from 50% to 56%. The data reflects favorable responses for positive attitudes (49%), respectful relationships (64%), and a positive work environment (54%). The 2022 Fall Panorama survey results for students have a slight increase in favorability. The data reflects a increase in favorability for student climate 38% to 41%, and continued belonging 26% to 26%, and engagement 20% to 20%. Parents feel 76% feel supported in the amount of academic and social support they provide their child with outside of school. And 54% are favorable in the overall social and learning climate of the school." Met 06JUN2023 2023 42693280000000 Santa Ynez Valley Union High 6 In Fall 2022, Santa Ynez Valley Union High School District returned to administering the CA Healthy Kids Survey (CHKS) for students, which captured 9th and 11th graders. Overall, student perception of campus safety remained high, however we did see an increase in neutral, disagree and general dissatisfaction rates on the survey across the board. Some of this may be due to the first full year of being back in school for a normal school year with regular attendance, homework and grade expectations. Number of Respondents: 9th grade: 183 (83%) 11th grade: 176 (83%). For the question “There is a teacher or some other adult from my school who listens to me when I have something to say”, 59% of 9th graders indicated Very or Pretty much true while 34% indicated A little true and 7% indicated Not at all true. For 11th Grade, 62% indicated Very or Pretty much true, 27% A little true and 11% Not at all true. For the question “The teachers at this school treat students fairly/The teachers treat students fairly”, 57% of 9th graders indicated Agree/Strongly Agree, 27% Neutral and 15% Disagree/Strongly Disagree. For 11th Grade, 43% indicated Agree/Strongly Agree, 37% Neutral and 30% Disagree/Strongly Disagree. For the question “I am happy with/to be at this school”, 9th graders indicated 58% Agree/Strongly Agree, 30% Neither disagree or agree and 12% Disagree/Strongly Disagree. 11th graders indicated, 38% Agree/Strongly Agree, 33% Neither disagree or agree and 29% Disagree/Strongly Disagree. For the question “How safe do you feel when you are at school” 66% of 9th graders indicated Very safe or Safe, 32% Neither safe nor unsafe and 3% Unsafe/Very unsafe. In 11th grade, 53% Very safe or Safe, 38% Neither safe nor unsafe 9% Unsafe/Very unsafe. Two local student surveys administered by the principal to 9th -11th graders reflect a more positive experience than the CHKS, the most recent administered in May 2023 with 439 responses (9th-11th) indicating 42% felt very safe, 52.4% felt somewhat safe, a combined rate of 94.4%, with 41% indicating they enjoyed school very much and 52.6% somewhat, a combined rate of 93.6%, while teachers making personal connections was rated at 30.5% most did a great job and 59% rated fair or decent, an 89.5% combined rate. Met 20JUN2023 2023 42693360000000 Solvang Elementary 6 In the 22-23 School Year, Solvang School District administered a local LCAP and Climate survey to students in grades 5 and 7. The survey was administered in both English and Spanish during class. The results were analyzed and included in the LCAP and discussed with staff. The results of the survey show that 82% of 5th graders feel safe at school all or most of the time. 81% of 5th graders reported that teachers and other grown-ups at school care about them. Although per 5th grade students, only 77% of teachers and other grown-ups tell 5th graders when they are doing a good job. However, 94% of 5th graders reported that the teachers and other grown-ups want them to do their best. In the open ended section of the 5th grade survey, the school learned that the 5th graders love PE, Art, recess and lunch, and their teachers and friends. In the short responses, 5th graders shared that they would like more recess, more play equipment, and less homework. In the last open ended section of the survey, several students were advocating for fairness and perceive that boys get in more trouble than girls. Overall the 5th grade data shows that students feel safe, cared about, and that adults want them to do their best. Additionally the data tells us that the adults need to increase positive feedback letting kids know when they are doing a good job and to unpack gender bias. The survey data from 7th grade students while not negative was not as positive. The 7th grade responses were as follows. 26% of 7th grade students strongly agree that they felt safe at school, 60% agree that they felt safe or neutral. Only 50% of 7th grader reported that teachers or other adults tell them that they are doing a good job. This is lower than the 5th grade reporting and is a clear indicator that the school needs to focus on improving positive feedback to students, especially in Middle School. 76% of 7th graders reported that there is an adult who always wants them to do their best. This is a 18% decrease for 7th graders compared to 5th graders. Of concern 58% of 7th graders reported that there is a teacher or some other adult that believes they will be a success. In the open ended short response questions, 7th graders shared that they most appreciate their friends, community at school, teachers, school spirit, and fun trips and events. They would like better food, more field trips, to use their cell phones at lunch, more sports and equipment, and no dress code. The opened ended responses yielded similar answers. An analysis of the data showed that overall, student feel safe and that adults want them to do their best but their is a sizable gap between how the 5th graders receive positive feedback and how the 7th graders receive or don't receive positive feedback. This data resulted in purchasing new equipment, increasing the number of field trips and assemblies, and in more communication to students on their progress and the reasoning behind cell phone and dress code policies. Met As part of the new 3 year LCAP cycle, Solvang will administer the California Healthy kids Survey, which will provide information on school safety, school connectedness and enable the school to disaggregate the data by demographic groups. The California Healthy Kids Survey will form a baseline for new LCAP climate goals. 21JUN2023 2023 42693440000000 Vista del Mar Union 6 Students reported feeling safe and supported at school. To ensure that this continues with the growing student population, surveys will be conducted throughout the year to get real-time information from students. Met 08JUN2023 2023 42750100000000 Cuyama Joint Unified 6 The ESE Climate Survey was administered to grades 9-12 by the LEA during the spring of 2023. 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. 49% 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. 57% of students say they feel safe at school. Met 22JUN2023 2023 42750100138891 California Connections Academy Central Coast 6 1. DATA: How much do you like your Connections Academy school? I like it a lot / I like it a little = 96% How much do you like your Connections Academy Teachers? I like it a lot / I like it a little = 98% Will you be attending Connections Academy again next year? I will definitely attend next year / I might attend next year = 87% Would you recommend Connections Academy to other kids? I would recommend it to anyone / I would recommend it to other kids who I think would like it = 96% 2. MEANING: We are very pleased with the overall satisfaction rate of our students. Their appreciation of both the school and their teachers is encouraging. We will continue to refine practices to help these rates increase. 3. USE: We are very much interested in increasing the percentage of students that remain with us year after year. Slowing mobility will have a positive effect on all student success outcomes. We continue to examine and refine practices to increase retention. One such action is our continued efforts in school wide social emotional support training that began in the 2021-2022 school year. Met 21JUN2023 2023 42767860000000 Santa Barbara Unified 6 "Santa Barbara Unified’s analysis focuses on the triad of caring adults, school connectedness, and high expectations. Higher proportion of students responding *Average reporting “Yes, most of the time” or “Yes, all of the time” or “Agree” or “Strongly agree” is preferable. In each domain, 6th graders showed response rates of 67%, 71%, and 42% respectively. As students progress from 6th to 7th, then 9th, and finally to 11th grade, these percentages exhibit a downward trend. For instance, 11th graders responded positively at rates of 66%, 60%, and 28% respectively. This suggests that while schools sustain consistent response rates in these school environment facets, the challenge escalates as students mature. The district remains committed to its ""whole child"" strategy, as evident in the LCAP, prioritizing Mental Health supports, Social Emotional Learning, and Positive Behavior measures alongside academic instruction. As evidence of this dedication, there's a continued and expanded emphasis on hiring staff like social workers, behavior experts, and counselors, and introducing programs centered on Restorative Practices and Positive Behavior Supports and Interventions." Met 27JUN2023 2023 42767866045918 Peabody Charter 6 Peabody Charter School used 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 a 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. Met 13JUN2023 2023 42767866111603 Santa Barbara Charter 6 In May of 2023, our fifth and sixth grade students were given a local climate survey to capture student perceptions of school safety and community/connectedness. The results were analyzed by the Director of Education and teaching staff. DATA: 2021: 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. 2023: 74% of students feel like they are a part of Santa Barbara Charter School, most or all of the time 2021: 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. 2023: 82% of students feel teachers treat students fairly most or all of the time 2021: 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. 2023: 85% of the students feel that teachers and other grownups care about them, most or all of the time 2021: 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. 2023: 85% of students say that teachers and other grownups believe they can do a good job, most or all of the time, with 57% answering that they believe this all of the time 2021: 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. 2023: 90% of students say that teachers and other grown-ups want students to do their best, most or all of the time, with 69% answering that teachers want this all of the time. 2021: 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; 12% feel they don’t get any chance to help decide class activities, down from 27% in Fall 2019. 2023: 52% of the students feel they get to help make decisions about class activities “some of the time”; 16% feel they don’t get any chance to help decide class activities 2021: 18% of students say they never are asked what they want to learn, compared to 30% last year and 32% the year before. 2023: 33% of students say they never are asked what they want to learn. Overall, student opinions of their own experiences, and that of their peers, remain very positive. While several key questions/indicators are slightly lower than 2021, they remain at least consistent with pre-pandemic responses. Nevertheless, we will continue to build on the relative strengths suggested, and to further investigate and seek to address the relative challenges where appropriate. Met While we continue to be pleased with the overall results, we also will continue to focus on areas where relative improvement can have the most impact on the students’ experience. Substantial opportunities for both individual and small group student choice already exist throughout the grade bands and curriculum, and we will continue to look for new, appropriate possibilities. For example, Teachers Council will consider whether to re-initiate our “Mathematician's Exhibition,” a choice-based project similar to our Science Festival. We also may re-engage a professional development focus on Project Based Learning (which had been planned for last year, but was replaced by a year-long focus on Diversity, Equity & Inclusion). While we will need to unpack the response about “feeling part of the school,” we were able to re-institute most of our pre-pandemic grade-level and whole community activities, including “little buddy classes,” overnight upper grade (4-6) field trips, class plays, assemblies, visiting specialists, and theme-based school spirit days. In addition to these, moving forward we will look at the master schedule for mixed grade and whole school opportunities (including lunch and breaks), as well as revisit and expand our Student Alliance program (which gives student representatives from every grade 3-6 classroom a formal voice in school affairs and decisions). 21JUN2023 2023 42767866118202 Adelante Charter 6 2022-23 California Healthy Kids Survey was administered to students with an 83% response rate. Key indicators reveal the following: (compared to 21-22 results) • School connectedness- 80% this is similar to 21-22 results of 79%. • Caring adults in school 84% (+7% from 21-22), • Feeling safe at school 88% (+6% from 21-22) • In the area of Mental Health, 18% reported feeling frequent sadness (+6%) • 76% reported feeling good or happy all or most of the time (-9%) • 86% report having social and emotional learning supports at school. (+7%) • 94% of students reported they are treated with respect at school. (+3) Data was not disaggregated by race/ethnicity due to small numbers. It was disaggregated by gender which revealed that in the are of Mental Health 25% of those reporting frequent sadness are females vs.12 % of males. Of those who report feeling good or happy all or most of the time 63% are females vs. 88% of males. Additionally, in the area of Cyberbullying 31% of those reporting having experienced cyberbullying were females and 18% males. It is encouraging to see an increase in school connectedness as we return to a sense of normalcy after the pandemic. We know that learning is social, emotional and academic and will continue to prioritize the needs of students. Based on the data it is evident that we have students who are still struggling with social emotional wellbeing and at closer look, it is the female students who are struggling more. Social emotional supports were in place during the 22-23 school year and will continue next year including SEL lessons in the classrooms taught by the school counselor and/or teacher. The counselor and school psychologist work 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. In response to reports of cyberbullying, we will offer parent education and support to families as these incidents take place outside of the school day. We will continue to address any bullying and verbal abuse by modeling/teaching non-violence and restorative practices. Teachers implement Tribes Learning Communities in every classroom- this is foundational to building an inclusive community marked by connection and a sense of belonging. Restorative practices are implemented when conflict arises. Met 20JUN2023 2023 42771980000000 SBE - Olive Grove Charter - Orcutt/Santa Maria 6 "OGCS administers the California Healthy Kids Survey (CHKS). The average number of respondents reporting they strongly agree or agree in response to “Student Learning Environment” questions is 98.4%, and 100% of respondents reported they strongly agree or agree in response to “Promotion of Parental Involvement” questions. Specific highlights from this year’s CHKS survey include: 100% of parents/guardians indicate they strongly agree/agree the “school treats all students with respect”; 100% agree or strongly agree the school “has high expectations for all students”; 100% agree or strongly agree that the school “encourages students to care about how others feel”; and 100% of parents/guardians indicate they strongly agree/agree the “school provides quality counseling and supports for students with social or emotional needs”. A local climate survey was administered to parents/guardians, students, and staff in September 2022. Below is a summary of some of the relevant responses. 94.5% of students and 95.5% of parents/guardians indicate they strongly agree/somewhat agree with the statement, ""OGCS is a safe and secure place to be."" 94.4% of students and 97.7% of parents/guardians indicate they strongly agree/somewhat agree with the statement, ""OGCS is welcoming and values all people."" 97.8% of parents/guardians strongly agree/somewhat agree ""OGCS has a good system of communication and information sharing."" 88.7% of parents/guardians 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 2023-24 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 15JUN2023 2023 42771980138362 Olive Grove Charter - Orcutt/Santa Maria 6 "OGCS administers the California Healthy Kids Survey (CHKS). The average number of respondents reporting they strongly agree or agree in response to “Student Learning Environment” questions is 98.4%, and 100% of respondents reported they strongly agree or agree in response to “Promotion of Parental Involvement” questions. Specific highlights from this year’s CHKS survey include: 100% of parents/guardians indicate they strongly agree/agree the “school treats all students with respect”; 100% agree or strongly agree the school “has high expectations for all students”; 100% agree or strongly agree that the school “encourages students to care about how others feel”; and 100% of parents/guardians indicate they strongly agree/agree the “school provides quality counseling and supports for students with social or emotional needs”. A local climate survey was administered to parents/guardians, students, and staff in September 2022. Below is a summary of some of the relevant responses. 94.5% of students and 95.5% of parents/guardians indicate they strongly agree/somewhat agree with the statement, ""OGCS is a safe and secure place to be."" 94.4% of students and 97.7% of parents/guardians indicate they strongly agree/somewhat agree with the statement, ""OGCS is welcoming and values all people."" 97.8% of parents/guardians strongly agree/somewhat agree ""OGCS has a good system of communication and information sharing."" 88.7% of parents/guardians 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 2023-24 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 15JUN2023 2023 42772060000000 SBE - Olive Grove Charter - Lompoc 6 "OGCS administers the California Healthy Kids Survey (CHKS). The average number of respondents reporting they strongly agree or agree in response to “Student Learning Environment” questions is 86.9%, and an average of 81.3% of respondents reported they strongly agree or agree in response to “Promotion of Parental Involvement” questions. Specific highlights from this year’s CHKS survey include: 83% of parents/guardians indicate they strongly agree/agree the “school treats all students with respect”; 100% agree or strongly agree the school “has high expectations for all students”; 92% agree or strongly agree that the school “encourages students to care about how others feel”; and 83% of parents/guardians indicate they strongly agree/agree the “school provides quality counseling and supports for students with social or emotional needs”. A local climate survey was administered to parents/guardians, students, and staff in September 2022. Below is a summary of some of the relevant responses. 94.5% of students and 95.5% of parents/guardians indicate they strongly agree/somewhat agree with the statement, ""OGCS is a safe and secure place to be."" 94.4% of students and 97.7% of parents/guardians indicate they strongly agree/somewhat agree with the statement, ""OGCS is welcoming and values all people."" 97.8% of parents/guardians strongly agree/somewhat agree ""OGCS has a good system of communication and information sharing."" 88.7% of parents/guardians 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 2023-24 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 15JUN2023 2023 42772060138370 Olive Grove Charter - Lompoc 6 "OGCS administers the California Healthy Kids Survey (CHKS). The average number of respondents reporting they strongly agree or agree in response to “Student Learning Environment” questions is 86.9%, and an average of 81.3% of respondents reported they strongly agree or agree in response to “Promotion of Parental Involvement” questions. Specific highlights from this year’s CHKS survey include: 83% of parents/guardians indicate they strongly agree/agree the “school treats all students with respect”; 100% agree or strongly agree the school “has high expectations for all students”; 92% agree or strongly agree that the school “encourages students to care about how others feel”; and 83% of parents/guardians indicate they strongly agree/agree the “school provides quality counseling and supports for students with social or emotional needs”. A local climate survey was administered to parents/guardians, students, and staff in September 2022. Below is a summary of some of the relevant responses. 94.5% of students and 95.5% of parents/guardians indicate they strongly agree/somewhat agree with the statement, ""OGCS is a safe and secure place to be."" 94.4% of students and 97.7% of parents/guardians indicate they strongly agree/somewhat agree with the statement, ""OGCS is welcoming and values all people."" 97.8% of parents/guardians strongly agree/somewhat agree ""OGCS has a good system of communication and information sharing."" 88.7% of parents/guardians 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 2023-24 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 15JUN2023 2023 42772140000000 SBE - Olive Grove Charter - Buellton 6 "OGCS administers the California Healthy Kids Survey (CHKS). The average number of respondents reporting they strongly agree or agree in response to “Student Learning Environment” questions is 86.9%, and an average of 81.3% of respondents reported they strongly agree or agree in response to “Promotion of Parental Involvement” questions. Specific highlights from this year’s CHKS survey include: 83% of parents/guardians indicate they strongly agree/agree the “school treats all students with respect”; 100% agree or strongly agree the school “has high expectations for all students”; 92% agree or strongly agree that the school “encourages students to care about how others feel”; and 83% of parents/guardians indicate they strongly agree/agree the “school provides quality counseling and supports for students with social or emotional needs”. A local climate survey was administered to parents/guardians, students, and staff in September 2022. Below is a summary of some of the relevant responses. 94.5% of students and 95.5% of parents/guardians indicate they strongly agree/somewhat agree with the statement, ""OGCS is a safe and secure place to be."" 94.4% of students and 97.7% of parents/guardians indicate they strongly agree/somewhat agree with the statement, ""OGCS is welcoming and values all people."" 97.8% of parents/guardians strongly agree/somewhat agree ""OGCS has a good system of communication and information sharing."" 88.7% of parents/guardians 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 2023-24 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 15JUN2023 2023 42772140138388 Olive Grove Charter - Buellton 6 "OGCS administers the California Healthy Kids Survey (CHKS). The average number of respondents reporting they strongly agree or agree in response to “Student Learning Environment” questions is 86.9%, and an average of 81.3% of respondents reported they strongly agree or agree in response to “Promotion of Parental Involvement” questions. Specific highlights from this year’s CHKS survey include: 83% of parents/guardians indicate they strongly agree/agree the “school treats all students with respect”; 100% agree or strongly agree the school “has high expectations for all students”; 92% agree or strongly agree that the school “encourages students to care about how others feel”; and 83% of parents/guardians indicate they strongly agree/agree the “school provides quality counseling and supports for students with social or emotional needs”. A local climate survey was administered to parents/guardians, students, and staff in September 2022. Below is a summary of some of the relevant responses. 94.5% of students and 95.5% of parents/guardians indicate they strongly agree/somewhat agree with the statement, ""OGCS is a safe and secure place to be."" 94.4% of students and 97.7% of parents/guardians indicate they strongly agree/somewhat agree with the statement, ""OGCS is welcoming and values all people."" 97.8% of parents/guardians strongly agree/somewhat agree ""OGCS has a good system of communication and information sharing."" 88.7% of parents/guardians 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 2023-24 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 15JUN2023 2023 42772220000000 SBE - Olive Grove Charter - Santa Barbara 6 "OGCS administers the California Healthy Kids Survey (CHKS). The average number of respondents reporting they strongly agree or agree in response to “Student Learning Environment” questions is 94.1%, and an average of 100% of respondents reported they strongly agree or agree in response to “Promotion of Parental Involvement” questions. Specific highlights from this year’s CHKS survey include: 83% of parents/guardians indicate they strongly agree/agree the “school treats all students with respect”; 100% agree or strongly agree the school “has high expectations for all students”; 80% agree or strongly agree that the school “encourages students to care about how others feel”; and 93% of parents/guardians indicate they strongly agree/agree the “school provides quality counseling and supports for students with social or emotional needs”. A local climate survey was administered to parents/guardians, students, and staff in September 2022. Below is a summary of some of the relevant responses. 94.5% of students and 95.5% of parents/guardians indicate they strongly agree/somewhat agree with the statement, ""OGCS is a safe and secure place to be."" 94.4% of students and 97.7% of parents/guardians indicate they strongly agree/somewhat agree with the statement, ""OGCS is welcoming and values all people."" 97.8% of parents/guardians strongly agree/somewhat agree ""OGCS has a good system of communication and information sharing."" 88.7% of parents/guardians 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 2023-24 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 15JUN2023 2023 42772220138396 Olive Grove Charter - Santa Barbara 6 "OGCS administers the California Healthy Kids Survey (CHKS). The average number of respondents reporting they strongly agree or agree in response to “Student Learning Environment” questions is 94.1%, and an average of 100% of respondents reported they strongly agree or agree in response to “Promotion of Parental Involvement” questions. Specific highlights from this year’s CHKS survey include: 83% of parents/guardians indicate they strongly agree/agree the “school treats all students with respect”; 100% agree or strongly agree the school “has high expectations for all students”; 80% agree or strongly agree that the school “encourages students to care about how others feel”; and 93% of parents/guardians indicate they strongly agree/agree the “school provides quality counseling and supports for students with social or emotional needs”. A local climate survey was administered to parents/guardians, students, and staff in September 2022. Below is a summary of some of the relevant responses. 94.5% of students and 95.5% of parents/guardians indicate they strongly agree/somewhat agree with the statement, ""OGCS is a safe and secure place to be."" 94.4% of students and 97.7% of parents/guardians indicate they strongly agree/somewhat agree with the statement, ""OGCS is welcoming and values all people."" 97.8% of parents/guardians strongly agree/somewhat agree ""OGCS has a good system of communication and information sharing."" 88.7% of parents/guardians 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 2023-24 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 15JUN2023 2023 43104390000000 Santa Clara County Office of Education 6 The CA Healthy Kids Survey (CHKS) was administered in March of 2023. 76% of students identified as Hispanic. Other groups represented showed group sizes of below 10%. Discrepancies in responses occurred in comparing results by Hispanic and other students. Hispanic students (76%) and their other classmates (10%-White, 4% Asian, 2% African American, and 8% other) responded to the survey to represent all students. Hispanic students indicated higher responses than other students in the following areas: (a) been in a physical fight, (b) perceived safety at school, ( c) social and emotional distress, and (d) maintaining a focus on schoolwork. Areas where Hispanic students showed lower responses than their other classmates include: (a) connectedness at school, (b) experiencing a feeling of high expectations, (c) meaningful participation, (d) responses regarding vaping, drug and alcohol abuse and cigarette use, and (e) experiencing chronic sadness. The lower responses regarding engagement of students were 1-2% points below all students. Lower responses regarding substance abuse varied from 2-5% point differences. Some areas did not show significant discrepancies between responses by Hispanic and other students, and Hispanic students indicated the same scores as all students regarding indication of a caring adult at school, upkeep of school facilities, and perception of whether school is boring. Overall CHKS survey highlights include: (a) 49% of students feel connected at school and 60% feel connected to a caring adult, (b ) 65 % indicate that staff have high expectations for students, (c) 66% are happy at school, and (d) 44% indicate that their parents are involved. 57% 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. 8% of students have considered suicide. Marijuana and alcohol use was indicated by 57% of respondents and 48% indicate they have vaped. Overall, 64% of students feel safe at school, and 66% indicate they are motivated academically. The responses indicate that students feel connected and challenged at school, and 64% feel safe. Results indicate that student drug and alcohol use and bullying are negative outcomes that could continue to be addressed through school climate processes and intervention. 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 community outreach. A focus on Positive Behavior Interventions and Support 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, therapy services, and restorative programs. These will continue. Met The Santa Clara County Office of Education participates in a continous improvement process of analyzing school climate through analysis of data and anecdotal responses. 21JUN2023 2023 43104390106534 Bullis Charter 6 We reviewed student data from the Spring 2023 student survey. All data is measured on a scale of 5. Areas where there has been a decrease in student responses since Spring 2022 are noted on our internal data table (specifically, a .1 decrease in two out of 12 indicators). 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 support growth in these metrics. We did see growth in school belonging, school engagement, and rigorous expectation indicators since 2022 and will continue tracking metrics in these areas. Met 05JUN2023 2023 43104390111880 Discovery Charter 6 According to our survey results, 62% of students feel safe on campus and 72% of students feel connected to the school community. The support of the school counselor has greatly benefitted the school community this year primarily through work with individual students, but also through classroom observations and teacher collaboration to develop strategies to build strong teacher-student relationships. The school has identified school-wide trends around social emotional learning and are implementing new programs for Tier II and III interventions. The school conducted several social-emotional learning/data-focused professional development sessions facilitated by the school counselor. The school is investigating a social emotional learning curriculum to be implemented in all grade levels to address student needs. All new staff received training in the fall and existing staff were provided refresher training on positive discipline. Yard duty staff are trained annually. Additionally, parent education sessions were provided, including a successful workshop on developing healthy relationships with technology. A student support specialist was hired this year to provide targeted supports to individual students based on the data. This role supports attendance and behavior, as well as communicating with teachers about classroom-based interventions for individuals or groups of students. The student support specialist also provides parent education and staff development around best practices for addressing student needs. This position was developed in response to the student needs observed transitioning back to school from distance learning. Next year, the school plans to implement Affinity groups/student clubs with the support of student leadership. The school is also investigating anti-bias and equity trainings for teachers and curriculum/instructional resources aligned to social justice standards. Met 28JUN2023 2023 43104390113431 University Preparatory Academy Charter 6 School Survey 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. School Survey Focus Group Results Priorities # Challenges Action Item Printer in LC 1 Printer in LC is slow. Add one printer and newer computer to Cal Poly or breezeway. Currently, the computer is slow and unreliable. Make Seminar Study Hall 2 Students make use of Thursday Seminar and would like more time to do work. Students propose to make Tuesday an in-class study hall. This would give flexibility to Junior and Senior classes as well as any time UPA needs to do school-wide meetings or special initiatives. Expand types of acceptable clothes under the dress code 3 Students feel the dress code is too restrictive. Add college t-shirt and black bottoms to the list of approved UPA tops and bottoms. More lunch seating 4 Students would like more seating available during lunch Purchase three more long tables and/or open up the amphitheater. More Free Dress Days 5 Students want more free dress days. Free dress days will increase to once a month. Students may earn an additional free dress day a month based on criteria developed by ASB Secondary Priorities # Challenges Action Item Communication (Announcements) 1 Students are not receiving Sunday announcements. Improve Wi-Fi and/or access to certain websites 2 Students say Wi-Fi is slow and students can’t access various academic websites. Students understand why personal devices have been excluded from UPA Wi-Fi to preserve bandwidth for UPA devices. More electives 3 Students would like a wider range of electives, especially in the Visual and Performing Arts. Students realize that UPA is doing everything it can to provide a variety of electives. Students understand staffing and facility issues surrounding adding single elective courses. More student Activities 4 Students would like a variety of student activities. Students realize that UPA is doing everything it can to provide a variety of student activities. Improve seminar registration 5 Students think the sign-up process is a bit clunky and certain aspects need to be ironed out. Faster snack/lunch line 6 Students spend a lot of time in the lunch lines. Better monitoring to prevent students from cutting in line. Explore a cart to sell snacks outside of the Horton. Students understand staffing issues with that. In reviewing the data presented, there are six trends that should be noted: ? Holistic data vs actual growth – on the surface, the data shows that the school is performing well in most key areas. Upon further Met 15JUN2023 2023 43104390113704 Rocketship Mateo Sheedy Elementary 6 Families are largely satisfied with the school, with 81% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school has a strong and committed community that actively encourages family participation, reported by 86% of families and 91% of students feeling happy and excited to come to school each day. We are working to improve family relationships with other families by building in more time and activities during events and school gatherings for families to connect with each other. Met 08JUN2023 2023 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 2022-23, ACE administered an 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 2022-23 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. 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 21JUN2023 2023 43104390119024 Rocketship Si Se Puede 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 were being driven by families feeling the school has a strong and committed community that actively encourages family participation, reported by 85% of families and 83% 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 08JUN2023 2023 43104390120642 Rocketship Los Suenos Academy 6 Families are largely satisfied with the school, with 78% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school has provided meaningful ways to support their child's learning and meet their goals, reported by 79% of families and 80% of students feeling happy and excited to come to school each day. We are working to help families be more knowledgeable about events happening at the school and in the community that focus on improving education in the community. Met 08JUN2023 2023 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 (95.05% attendance/engagement rate) •CAPS is improving its response to behavior, with a 1.62% suspension rate •97.4% of students Strongly Agree and Agree to feeling safe 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 97.4% of our students who took the survey strongly agree or agree to feeling safe 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 given the ongoing chronic absenteeism challenges students face across the state. We continue to focus on buiding a strong student culture as described in our LCAP goal #5, by 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. 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. •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. 21JUN2023 2023 43104390123257 Downtown College Prep - Alum Rock 6 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 onsite 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. Met 23MAY2023 2023 43104390123281 Rocketship Discovery 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 were being driven by families feeling the school has a strong and committed community that actively encourages family participation, reported by 77% of families and 80% of students feeling happy and excited to come to school each day. We are working to improve family knowledge of the work of parent groups and how the work is positively impacting the broader community. Met 08JUN2023 2023 43104390123794 Summit Public School: Tahoma 6 "Students responding ""agree"" or ""strongly agree"" to ""I feel emotionally safe at school"": 85% Students responding ""agree"" or ""strongly agree"" to ""I feel physically safe at school"": 91% Students responding ""agree"" or ""strongly agree"" to ""There is at least one adult at school that I trust"": 78% 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 08JUN2023 2023 43104390124065 Sunrise Middle 6 DATA: Our parents seem super happy with our school, but we did notice that not all of our parents feel they are involved and included. Our students, on the other hand, are showing the same stresses that young people nationwide are feeling. Our student survey for Spring 2023 showed that: Spring 2023 student survey: 80.2% of students felt connected to Sunrise 75.4% of students felt academically challenged 84.4% said teachers had high expectations for them. 63.7% felt they had a caring adult relationship at school 72.6% said the school was safe. 21.9% experienced bullying at school. 42.6% felt sad or hopeless. MEANING: Having two-fifths of our students feeling sad or hopeless disturbs us. This anxiety and hopelessness was felt across all student groups, regardless of sex or ethnicity. USE: We are currently speaking with the County Office of Education in an effort to obtain a mental health clinician for our school. Our five full- and part-time Peacemaker mentors are not enough to handle the intensity and volume of serious mental health concerns at our school. In addition, we believe that our increased home visits next year will shed more light on the emotional needs of our students. We will continue using our Peacemakers, conducting small groups, holding weekly assemblies and weekly advisories, conducting regular meditation, etc. Finally, our goal is to reduce our school size from 300 to 275 students in another year. We believe the slightly smaller size will help in forming the close relationships between students and staff for which Sunrise is known. Met 14JUN2023 2023 43104390125781 Rocketship Academy Brilliant Minds 6 Families are largely satisfied with the school, with 81% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school has a strong and committed community that actively encourages family participation, reported by 82% of families and 81% of students feeling happy and excited to come to school each day. We are working to improve family knowledge of the work of parent groups and how the work is positively impacting the broader community. Met 08JUN2023 2023 43104390125799 Rocketship Alma Academy 6 Families are largely satisfied with the school, with 87% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school has provided meaningful ways to support their child's learning and meet their goals, reported by 89% 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 by building in more time and activities during events and school gatherings for families to connect with each other. Met 08JUN2023 2023 43104390127969 Discovery Charter II 6 "According to our 2023 student survey results, 63.6% of students feel safe on campus and 70.5% of students feel connected to the school community. The 2021-22 school year was the first year back from the pandemic and students were re-learning how to collaborate in a community, develop social emotional skills. In response observations and students response - we implemented the following measures to foster a sense of safety on campus: -Improved campus safety - all gates are closed with a check-in with the office for all visitors. -Based on a Teacher survey regarding preference for Professional Development during the 22/23 school year, we purchased a Social Emotional Learning Curriculum ""With Wayfinder"". We have received quarterly training in the use of the tool and the importance of SEL practice. Semester 1 was the pilot phase, and Semester 2 was the grade-level planned implementation. 23/24 Wayfinder will be implemented fully through grade-level scope and sequence. -We onboarded a Student Support Specialist to further support students in developing social skills and navigating conflicts - we are conscious of including Discovery PRIDE (Positive Attitude, Respect, Independent thinking, Do my best, Everybody belongs) as part of the process of making school-wide agreements. Focus on the relationship and trust building with the student body. -Provided digital citizenship lessons for middle school students and held classroom meetings to discuss the meaning of the Discovery PRIDE acronym and how it relates to student conduct. In 2023-24, the school will administer a social emotional screener to identify student needs and plan social emotional learning lessons accordingly. In addition, the Family and Student handbook is undergoing revision to include clear policies for middle school students that will be reviewed at the beginning of the year to promote a sense of school safety." Met 28JUN2023 2023 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 (89.5% attendance/engagement rate) •Jose is improving its response to behavior, with a 4.38% suspension rate •93.9% of students Strongly Agree and Agree to feeling safe 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 93.9% of our students who took the survey strongly agree or agree to feeling safe 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 given the ongoing chronic absenteeism challenges students face across the state. We continue to focus on buiding a strong student culture as described in our LCAP goal #5, by 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. 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 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. •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). •Maintain schools operations accountability measures, through the continued development of the school based operations team, Ops Team specific PD, and monthly facilities walkthroughs. 21JUN2023 2023 43104390131110 Rocketship Fuerza Community Prep 6 Families are largely satisfied with the school, with 82% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school has provided meaningful ways to support their child's learning and meet their goals, reported by 84% 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 the integration of technology into our system. Met 08JUN2023 2023 43104390131748 Voices College-Bound Language Academy at Morgan Hill 6 In the 2022-23 school year, Voices Academy Morgan Hill administered the Panorama Post student support and environment survey. Based on that survey, 56% of students grade 4th-5th and 29% 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 90% of parents/ guardians responded favorably in regards to school safety. 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 29JUN2023 2023 43104390132530 Voices College-Bound Language Academy at Mt. Pleasant 6 In the 2022-2023 school year, Voices Mount Pleasant administered the Panorama Post student support and environment survey. Based on that survey, 34% of students grades 6th-7th responded favorably to having a sense of belonging on campus and unfortunately, 4th and 5th graders were not surveyed. In addition, the Panorama Post Family-School relationships survey data showed 57% of parents/guardians responded favorably in regards to the school safety. Met 29JUN2023 2023 43104390133496 Rocketship Rising Stars 6 Families are largely satisfied with the school, with 83% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school has provided meaningful ways to support their child's learning and meet their goals, reported by 85% 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 the integration of technology into our system. Met 08JUN2023 2023 43104390135087 Opportunity Youth Academy 6 Opportunity Youth Academy participates in the CA Healthy Kids Survey annually. Students in grades 9-12 participated in the survey. Participant rate was 17% of students responded to the survey. Students showed higher responses in the following areas: (a) facilities upkeep, (b) promotion of parental involvement in school, (c) high expectations-adults in school, and (d) caring adult relationships. Areas where students showed lower responses: (a) been afraid of being beaten up, (b) school is a worthless and a waste of time, (c) experienced bullying or cyberbullying, and (d) experienced sadness/hopelessness or considered suicide. The responses indicate that students feel safe, connected to staff, and motivated. OYA 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. LCAP goals include support for education and guidance for social and emotional needs of students. Met Opportunity Youth Academy engages in a continous process of improvement to ensure optimal academic and social and emotional support for students in a positive climate. 22JUN2023 2023 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 twice a year. All participants including school staff, students and parents are surveyed on questions related to school climate. Spring 2023 survey responses indicated that 94% of parents believe our schools are safe and 96% of parents believe that their child feels welcomed by school staff. Survey responses for students indicate that 67% of elementary students feel safe at school; 53% at the middle school level. 70% of elementary students and 50% of middle school students indicated a “sense of belonging” ( School connectedness). When compared to the results from Spring 2022, there has been a 6 point decrease in the area of safety for 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. Analysis of the school climate data, highlights students’ feelings on safety as an area of concern. Students concern over bullying at school makes this a priority area. Furthermore, 29% of staff responded favorably to ""there is significant harassment or bullying among students at my school”. Another area of concern is that of student connectedness. When drilling down, only 57% of middle school and 60% of elementary students say they ""feel close to people at school"". School staff and administrators report additional challenges with student mental health and behavior as we move past the pandemic. The demand for counseling services has increased and caseloads are full. Counselors remain an important support service for a large population of our students. In addition, our district has retained the support of Behavior Specialists to assist with the growing behavior challenges at the school sites. LCAP input from educational partners and related survey data underscores the need to increase counseling services and programs for social emotional learning in addition to targeted efforts for developing positive behavior support systems at schools. Training in the areas of Socio-emotional learning and mental health wellness continue to be a focus for staff and parents during the 2023/2024 school year. In addition, staff continue to focus on Positive School Culture Training and Support to reset and strengthen school culture, student behavior and anti bullying efforts at all schools. For example, the Student Services and Social and Emotional Learning Departments planned various training for site leaders on Bullying Prevention for the new school year as well as added more information for parents on the District’s web page on the process and tips for parents in the event that their child reports incidents of bullying to them." Met 22JUN2023 2023 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. 82% 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. 06JUN2023 2023 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% attendance/engagement rate) •BA is improving its response to behavior, with a 3.55% suspension rate •96.4% of students Strongly Agree and Agree to feeling safe 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 96.4% of our students who took the survey strongly agree or agree to feeling safe 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 given the ongoing chronic absenteeism challenges students face across the state. We continue to focus on buiding a strong student culture as described in our LCAP goal #5, by 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. 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) •Maintain schools operations accountability measures, through the continued development of the school based operations team, Ops Team specific PD, and monthly facilities walkthroughs. 21JUN2023 2023 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. 83% 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. 68% 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. 06JUN2023 2023 43693770000000 Berryessa Union Elementary 6 The Panorama climate survey was distributed to students in grades 3rd through 8th. The survey focuses on three main areas - Self Efficacy, Self-Management, and Social Awareness Self-Efficacy: Overall Self-Efficacy (District): The district-wide average for self-efficacy is 51%. Self-Efficacy Among Asian Students: 61% of Asian students reported having self-efficacy. Self-Efficacy Among Latinx Students: Both Latinx and Filipino students reported a self-efficacy rate of 48%, slightly lower than the district average. Self-Efficacy Among White Students: Among white students in the district, 60% reported having self-efficacy. Self-Management: Overall Self-Management (District): The district-wide average for self-management is 55%. Self-Management Among Asian Students: Asian students demonstrated a high level of self-management, with 73% reporting positive self-management skills. Self-Management Among Latinx Students: Latinx students reported a self-management rate of 64%. Self-Management Among Filipino Students: Filipino students also reported a high self-management rate of 66%. Self-Management Among White Students: White students exhibited strong self-management skills, with 70% reporting positive self-management abilities. Social Awareness: Overall Social Awareness (District): The district-wide average for social awareness is 61%.Social Awareness Among Asian Students: Asian students demonstrated a high level of social awareness, with 68% reporting positive social awareness skills. Social Awareness Among Latinx & Filipino Students: Both Latinx and Filipino students reported a social awareness rate of 66%, which is slightly below the district average. Social Awareness Among White Students: White students exhibited strong social awareness skills, with 71% reporting positive social awareness abilities Met These percentages provide valuable insights into the social-emotional skills and self-awareness abilities of students from different demographic backgrounds within the district. Our Educators and administrators use this data to tailor support and intervention programs to meet the unique needs of various student groups, to create a positive and inclusive learning environment for all. 28JUN2023 2023 43693850000000 Cambrian 6 Students Annual PBIS School Climate Survey - Spring 2023 Our students' voice is an essential part of the district's education plan. We believe in empowering and engaging students in their own learning. Students need support to learn how to use their voice, whether to advocate for themselves, express their opinions, or stand up for a friend. As such, the district administered the annual PBIS School Climate Survey in Spring 2023 to all students in grades 3-8. This year 1879 students responded to the survey, with a 99% participation rate. This survey has been administered every school year since 2018. We believe that students need to have a choice and voice in their learning is very important to empower and engage students in learning. According to the PBIS School Climate Survey, our students identified the following areas of strengths and areas of focus for the district, schools, and staff to develop and/or improve the strategies, programs, and services to better meet the needs of all our students: 73% - I like school. 85% - I feel like I do well in school. 87% - My school wants me to do well. 86% - My school has clear rules for behavior. 89% - Teachers treat me with respect. 67% - Behavior in class allows the teacher to teach. 60% - Good behavior is noticed at my school. 84% - I get along with other students. 80% - I feel safe at school. 69% - Students treat each other well. 79% - There is an adult who will help me if I need it. According to the PBIS School Climate Survey, our students identified the following areas of focus for the district, schools, and staff to develop and/or improve the strategies, programs, and services to better meet the needs of all our students. The following are areas of need (less than 80%) per the Annual PBIS School Climate Survey (percent of total responses from students in grades 3-8). These areas of focus for the district and school sites to consider and further analyze to better meet the needs of students. Met 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. 15JUN2023 2023 43693856046445 Fammatre Elementary 6 Students Annual PBIS School Climate Survey - Spring 2023 Our students' voice is an essential part of the district's education plan. We believe in empowering and engaging students in their own learning. Students need support to learn how to use their voice, whether to advocate for themselves, express their opinions, or stand up for a friend. As such, the district administered the annual PBIS School Climate Survey in Spring 2023 to all students in grades 3-8. This year 1879 students responded to the survey, with a 99% participation rate. This survey has been administered every school year since 2018. We believe that students need to have a choice and voice in their learning is very important to empower and engage students in learning. According to the PBIS School Climate Survey, our students identified the following areas of strengths and areas of focus for the district, schools, and staff to develop and/or improve the strategies, programs, and services to better meet the needs of all our students: 73% - I like school. 85% - I feel like I do well in school. 87% - My school wants me to do well. 86% - My school has clear rules for behavior. 89% - Teachers treat me with respect. 67% - Behavior in class allows the teacher to teach. 60% - Good behavior is noticed at my school. 84% - I get along with other students. 80% - I feel safe at school. 69% - Students treat each other well. 79% - There is an adult who will help me if I need it. According to the PBIS School Climate Survey, our students identified the following areas of focus for the district, schools, and staff to develop and/or improve the strategies, programs, and services to better meet the needs of all our students. The following are areas of need (less than 80%) per the Annual PBIS School Climate Survey (percent of total responses from students in grades 3-8). These areas of focus for the district and school sites to consider and further analyze to better meet the needs of students. Met 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. 15JUN2023 2023 43693856046452 Farnham Charter 6 Students Annual PBIS School Climate Survey - Spring 2023 Our students' voice is an essential part of the district's education plan. We believe in empowering and engaging students in their own learning. Students need support to learn how to use their voice, whether to advocate for themselves, express their opinions, or stand up for a friend. As such, the district administered the annual PBIS School Climate Survey in Spring 2023 to all students in grades 3-8. This year 1879 students responded to the survey, with a 99% participation rate. This survey has been administered every school year since 2018. We believe that students need to have a choice and voice in their learning is very important to empower and engage students in learning. According to the PBIS School Climate Survey, our students identified the following areas of strengths and areas of focus for the district, schools, and staff to develop and/or improve the strategies, programs, and services to better meet the needs of all our students: 73% - I like school. 85% - I feel like I do well in school. 87% - My school wants me to do well. 86% - My school has clear rules for behavior. 89% - Teachers treat me with respect. 67% - Behavior in class allows the teacher to teach. 60% - Good behavior is noticed at my school. 84% - I get along with other students. 80% - I feel safe at school. 69% - Students treat each other well. 79% - There is an adult who will help me if I need it. According to the PBIS School Climate Survey, our students identified the following areas of focus for the district, schools, and staff to develop and/or improve the strategies, programs, and services to better meet the needs of all our students. The following are areas of need (less than 80%) per the Annual PBIS School Climate Survey (percent of total responses from students in grades 3-8). These areas of focus for the district and school sites to consider and further analyze to better meet the needs of students. Met 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. 15JUN2023 2023 43693856046486 Price Charter Middle 6 Students Annual PBIS School Climate Survey - Spring 2023 Our students' voice is an essential part of the district's education plan. We believe in empowering and engaging students in their own learning. Students need support to learn how to use their voice, whether to advocate for themselves, express their opinions, or stand up for a friend. As such, the district administered the annual PBIS School Climate Survey in Spring 2023 to all students in grades 3-8. This year 1879 students responded to the survey, with a 99% participation rate. This survey has been administered every school year since 2018. We believe that students need to have a choice and voice in their learning is very important to empower and engage students in learning. According to the PBIS School Climate Survey, our students identified the following areas of strengths and areas of focus for the district, schools, and staff to develop and/or improve the strategies, programs, and services to better meet the needs of all our students: 73% - I like school. 85% - I feel like I do well in school. 87% - My school wants me to do well. 86% - My school has clear rules for behavior. 89% - Teachers treat me with respect. 67% - Behavior in class allows the teacher to teach. 60% - Good behavior is noticed at my school. 84% - I get along with other students. 80% - I feel safe at school. 69% - Students treat each other well. 79% - There is an adult who will help me if I need it. According to the PBIS School Climate Survey, our students identified the following areas of focus for the district, schools, and staff to develop and/or improve the strategies, programs, and services to better meet the needs of all our students. The following are areas of need (less than 80%) per the Annual PBIS School Climate Survey (percent of total responses from students in grades 3-8). These areas of focus for the district and school sites to consider and further analyze to better meet the needs of students. Met 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. 15JUN2023 2023 43693856046494 Sartorette Charter 6 Students Annual PBIS School Climate Survey - Spring 2023 Our students' voice is an essential part of the district's education plan. We believe in empowering and engaging students in their own learning. Students need support to learn how to use their voice, whether to advocate for themselves, express their opinions, or stand up for a friend. As such, the district administered the annual PBIS School Climate Survey in Spring 2023 to all students in grades 3-8. This year 1879 students responded to the survey, with a 99% participation rate. This survey has been administered every school year since 2018. We believe that students need to have a choice and voice in their learning is very important to empower and engage students in learning. According to the PBIS School Climate Survey, our students identified the following areas of strengths and areas of focus for the district, schools, and staff to develop and/or improve the strategies, programs, and services to better meet the needs of all our students: 73% - I like school. 85% - I feel like I do well in school. 87% - My school wants me to do well. 86% - My school has clear rules for behavior. 89% - Teachers treat me with respect. 67% - Behavior in class allows the teacher to teach. 60% - Good behavior is noticed at my school. 84% - I get along with other students. 80% - I feel safe at school. 69% - Students treat each other well. 79% - There is an adult who will help me if I need it. According to the PBIS School Climate Survey, our students identified the following areas of focus for the district, schools, and staff to develop and/or improve the strategies, programs, and services to better meet the needs of all our students. The following are areas of need (less than 80%) per the Annual PBIS School Climate Survey (percent of total responses from students in grades 3-8). These areas of focus for the district and school sites to consider and further analyze to better meet the needs of students. Met 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. 15JUN2023 2023 43693930000000 Campbell Union 6 Survey Administration and Measurement: In 2022.2023, 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 Using baseline results from 2021.2022, CUSD has set the following goals for student perception of school climate. (1) The Overall Top Box (the percent of students reporting 5 'Strongly Agree') will increase by 5% in 2023.2024 from the 2021.2022 baseline. (2) The Overall Mean for questions will be at least 4.5 by 2023.2024. Winter 2023 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 2023) I feel safe at my school: 3.73; 25.11% School rules are fair: 3.56; 18.59% My school is clean: 2.99; 8.94% Students are nice to each other at my school: 3.11; 11.1% I like going to my school each day: 3.43; 23.32% In reviewing results from 2021.2022 to 2022.2023, CUSD saw an increase in student responses, with 460 more students participating than in the year prior. However, Mean and Top Box results declined for all five focal questions. “I feel safe at my school” was the highest rated, with five schools with a Top Box of 4.0 or higher, and three schools with a Top Box of 3.8 to 3.9. “My school is clean” was the lowest rated and saw the greatest decrease in mean (-0.22) and “I like going to my school each day” had the greatest decrease in Top Box from 2021.2022. Decisions, Actions, and Next Steps: Student Engagement Survey data was shared with site administrators in February 2023, and schools reviewed results and discussed next steps. In 2022.2023, responsive professional development was offered by Campbell's General Education Behavior Interventionist in the areas of: oppositional behavior, AHD, and autism. Topics were presented in response to site requested topics and observed areas of need. In addition, students received a variety of social-emotional support and services from contracted agency staff, district counselors, and social work interns under the direction of the Student Services team. For 2023.2024, schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on Kindergarten readiness and social emotional well-being and connectedness at the middle grades. We continue to fund a Behavior Specialist to support all schools. Met 22JUN2023 2023 43693930106005 Village 6 Survey Administration and Measurement: In 2022.2023, 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 Using baseline results from 2021.2022, CUSD has set the following goals for student perception of school climate. (1) The Overall Top Box (the percent of students reporting 5 'Strongly Agree') will increase by 5% in 2023.2024 from the 2021.2022 baseline. (2) The Overall Mean for questions will be at least 4.5 by 2023.2024. Winter 2023 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 2023) I feel safe at my school: 3.73; 25.11% School rules are fair: 3.56; 18.59% My school is clean: 2.99; 8.94% Students are nice to each other at my school: 3.11; 11.1% I like going to my school each day: 3.43; 23.32% In reviewing results from 2021.2022 to 2022.2023, CUSD saw an increase in student responses, with 460 more students participating than in the year prior. However, Mean and Top Box results declined for all five focal questions. “I feel safe at my school” was the highest rated, with five schools with a Top Box of 4.0 or higher, and three schools with a Top Box of 3.8 to 3.9. “My school is clean” was the lowest rated and saw the greatest decrease in mean (-0.22) and “I like going to my school each day” had the greatest decrease in Top Box from 2021.2022. Decisions, Actions, and Next Steps: Student Engagement Survey data was shared with site administrators in February 2023, and schools reviewed results and discussed next steps. In 2022.2023, responsive professional development was offered by Campbell's General Education Behavior Interventionist in the areas of: oppositional behavior, AHD, and autism. Topics were presented in response to site requested topics and observed areas of need. In addition, students received a variety of social-emotional support and services from contracted agency staff, district counselors, and social work interns under the direction of the Student Services team. For 2023.2024, schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on Kindergarten readiness and social emotional well-being and connectedness at the middle grades. We continue to fund a Behavior Specialist to support all schools. Met 22JUN2023 2023 43693930137273 Campbell School of Innovation 6 Survey Administration and Measurement: In 2022.2023, 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 Using baseline results from 2021.2022, CUSD has set the following goals for student perception of school climate. (1) The Overall Top Box (the percent of students reporting 5 'Strongly Agree') will increase by 5% in 2023.2024 from the 2021.2022 baseline. (2) The Overall Mean for questions will be at least 4.5 by 2023.2024. Winter 2023 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 2023) I feel safe at my school: 3.73; 25.11% School rules are fair: 3.56; 18.59% My school is clean: 2.99; 8.94% Students are nice to each other at my school: 3.11; 11.1% I like going to my school each day: 3.43; 23.32% In reviewing results from 2021.2022 to 2022.2023, CUSD saw an increase in student responses, with 460 more students participating than in the year prior. However, Mean and Top Box results declined for all five focal questions. “I feel safe at my school” was the highest rated, with five schools with a Top Box of 4.0 or higher, and three schools with a Top Box of 3.8 to 3.9. “My school is clean” was the lowest rated and saw the greatest decrease in mean (-0.22) and “I like going to my school each day” had the greatest decrease in Top Box from 2021.2022. Decisions, Actions, and Next Steps: Student Engagement Survey data was shared with site administrators in February 2023, and schools reviewed results and discussed next steps. In 2022.2023, responsive professional development was offered by Campbell's General Education Behavior Interventionist in the areas of: oppositional behavior, AHD, and autism. Topics were presented in response to site requested topics and observed areas of need. In addition, students received a variety of social-emotional support and services from contracted agency staff, district counselors, and social work interns under the direction of the Student Services team. For 2023.2024, schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on Kindergarten readiness and social emotional well-being and connectedness at the middle grades. We continue to fund a Behavior Specialist to support all schools. Met 22JUN2023 2023 43693936046510 Blackford Elementary 6 Survey Administration and Measurement: In 2022.2023, 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 Using baseline results from 2021.2022, CUSD has set the following goals for student perception of school climate. (1) The Overall Top Box (the percent of students reporting 5 'Strongly Agree') will increase by 5% in 2023.2024 from the 2021.2022 baseline. (2) The Overall Mean for questions will be at least 4.5 by 2023.2024. Winter 2023 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 2023) I feel safe at my school: 3.73; 25.11% School rules are fair: 3.56; 18.59% My school is clean: 2.99; 8.94% Students are nice to each other at my school: 3.11; 11.1% I like going to my school each day: 3.43; 23.32% In reviewing results from 2021.2022 to 2022.2023, CUSD saw an increase in student responses, with 460 more students participating than in the year prior. However, Mean and Top Box results declined for all five focal questions. “I feel safe at my school” was the highest rated, with five schools with a Top Box of 4.0 or higher, and three schools with a Top Box of 3.8 to 3.9. “My school is clean” was the lowest rated and saw the greatest decrease in mean (-0.22) and “I like going to my school each day” had the greatest decrease in Top Box from 2021.2022. Decisions, Actions, and Next Steps: Student Engagement Survey data was shared with site administrators in February 2023, and schools reviewed results and discussed next steps. In 2022.2023, responsive professional development was offered by Campbell's General Education Behavior Interventionist in the areas of: oppositional behavior, AHD, and autism. Topics were presented in response to site requested topics and observed areas of need. In addition, students received a variety of social-emotional support and services from contracted agency staff, district counselors, and social work interns under the direction of the Student Services team. For 2023.2024, schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on Kindergarten readiness and social emotional well-being and connectedness at the middle grades. We continue to fund a Behavior Specialist to support all schools. Met 22JUN2023 2023 43693936046536 Capri Elementary 6 Survey Administration and Measurement: In 2022.2023, 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 Using baseline results from 2021.2022, CUSD has set the following goals for student perception of school climate. (1) The Overall Top Box (the percent of students reporting 5 'Strongly Agree') will increase by 5% in 2023.2024 from the 2021.2022 baseline. (2) The Overall Mean for questions will be at least 4.5 by 2023.2024. Winter 2023 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 2023) I feel safe at my school: 3.73; 25.11% School rules are fair: 3.56; 18.59% My school is clean: 2.99; 8.94% Students are nice to each other at my school: 3.11; 11.1% I like going to my school each day: 3.43; 23.32% In reviewing results from 2021.2022 to 2022.2023, CUSD saw an increase in student responses, with 460 more students participating than in the year prior. However, Mean and Top Box results declined for all five focal questions. “I feel safe at my school” was the highest rated, with five schools with a Top Box of 4.0 or higher, and three schools with a Top Box of 3.8 to 3.9. “My school is clean” was the lowest rated and saw the greatest decrease in mean (-0.22) and “I like going to my school each day” had the greatest decrease in Top Box from 2021.2022. Decisions, Actions, and Next Steps: Student Engagement Survey data was shared with site administrators in February 2023, and schools reviewed results and discussed next steps. In 2022.2023, responsive professional development was offered by Campbell's General Education Behavior Interventionist in the areas of: oppositional behavior, AHD, and autism. Topics were presented in response to site requested topics and observed areas of need. In addition, students received a variety of social-emotional support and services from contracted agency staff, district counselors, and social work interns under the direction of the Student Services team. For 2023.2024, schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on Kindergarten readiness and social emotional well-being and connectedness at the middle grades. We continue to fund a Behavior Specialist to support all schools. Met 22JUN2023 2023 43693936046544 Castlemont Elementary 6 Survey Administration and Measurement: In 2022.2023, 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 Using baseline results from 2021.2022, CUSD has set the following goals for student perception of school climate. (1) The Overall Top Box (the percent of students reporting 5 'Strongly Agree') will increase by 5% in 2023.2024 from the 2021.2022 baseline. (2) The Overall Mean for questions will be at least 4.5 by 2023.2024. Winter 2023 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 2023) I feel safe at my school: 3.73; 25.11% School rules are fair: 3.56; 18.59% My school is clean: 2.99; 8.94% Students are nice to each other at my school: 3.11; 11.1% I like going to my school each day: 3.43; 23.32% In reviewing results from 2021.2022 to 2022.2023, CUSD saw an increase in student responses, with 460 more students participating than in the year prior. However, Mean and Top Box results declined for all five focal questions. “I feel safe at my school” was the highest rated, with five schools with a Top Box of 4.0 or higher, and three schools with a Top Box of 3.8 to 3.9. “My school is clean” was the lowest rated and saw the greatest decrease in mean (-0.22) and “I like going to my school each day” had the greatest decrease in Top Box from 2021.2022. Decisions, Actions, and Next Steps: Student Engagement Survey data was shared with site administrators in February 2023, and schools reviewed results and discussed next steps. In 2022.2023, responsive professional development was offered by Campbell's General Education Behavior Interventionist in the areas of: oppositional behavior, AHD, and autism. Topics were presented in response to site requested topics and observed areas of need. In addition, students received a variety of social-emotional support and services from contracted agency staff, district counselors, and social work interns under the direction of the Student Services team. For 2023.2024, schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on Kindergarten readiness and social emotional well-being and connectedness at the middle grades. We continue to fund a Behavior Specialist to support all schools. Met 22JUN2023 2023 43693936046577 Forest Hill Elementary 6 Survey Administration and Measurement: In 2022.2023, 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 Using baseline results from 2021.2022, CUSD has set the following goals for student perception of school climate. (1) The Overall Top Box (the percent of students reporting 5 'Strongly Agree') will increase by 5% in 2023.2024 from the 2021.2022 baseline. (2) The Overall Mean for questions will be at least 4.5 by 2023.2024. Winter 2023 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 2023) I feel safe at my school: 3.73; 25.11% School rules are fair: 3.56; 18.59% My school is clean: 2.99; 8.94% Students are nice to each other at my school: 3.11; 11.1% I like going to my school each day: 3.43; 23.32% In reviewing results from 2021.2022 to 2022.2023, CUSD saw an increase in student responses, with 460 more students participating than in the year prior. However, Mean and Top Box results declined for all five focal questions. “I feel safe at my school” was the highest rated, with five schools with a Top Box of 4.0 or higher, and three schools with a Top Box of 3.8 to 3.9. “My school is clean” was the lowest rated and saw the greatest decrease in mean (-0.22) and “I like going to my school each day” had the greatest decrease in Top Box from 2021.2022. Decisions, Actions, and Next Steps: Student Engagement Survey data was shared with site administrators in February 2023, and schools reviewed results and discussed next steps. In 2022.2023, responsive professional development was offered by Campbell's General Education Behavior Interventionist in the areas of: oppositional behavior, AHD, and autism. Topics were presented in response to site requested topics and observed areas of need. In addition, students received a variety of social-emotional support and services from contracted agency staff, district counselors, and social work interns under the direction of the Student Services team. For 2023.2024, schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on Kindergarten readiness and social emotional well-being and connectedness at the middle grades. We continue to fund a Behavior Specialist to support all schools. Met 22JUN2023 2023 43693936046601 Lynhaven Elementary 6 Survey Administration and Measurement: In 2022.2023, 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 Using baseline results from 2021.2022, CUSD has set the following goals for student perception of school climate. (1) The Overall Top Box (the percent of students reporting 5 'Strongly Agree') will increase by 5% in 2023.2024 from the 2021.2022 baseline. (2) The Overall Mean for questions will be at least 4.5 by 2023.2024. Winter 2023 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 2023) I feel safe at my school: 3.73; 25.11% School rules are fair: 3.56; 18.59% My school is clean: 2.99; 8.94% Students are nice to each other at my school: 3.11; 11.1% I like going to my school each day: 3.43; 23.32% In reviewing results from 2021.2022 to 2022.2023, CUSD saw an increase in student responses, with 460 more students participating than in the year prior. However, Mean and Top Box results declined for all five focal questions. “I feel safe at my school” was the highest rated, with five schools with a Top Box of 4.0 or higher, and three schools with a Top Box of 3.8 to 3.9. “My school is clean” was the lowest rated and saw the greatest decrease in mean (-0.22) and “I like going to my school each day” had the greatest decrease in Top Box from 2021.2022. Decisions, Actions, and Next Steps: Student Engagement Survey data was shared with site administrators in February 2023, and schools reviewed results and discussed next steps. In 2022.2023, responsive professional development was offered by Campbell's General Education Behavior Interventionist in the areas of: oppositional behavior, AHD, and autism. Topics were presented in response to site requested topics and observed areas of need. In addition, students received a variety of social-emotional support and services from contracted agency staff, district counselors, and social work interns under the direction of the Student Services team. For 2023.2024, schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on Kindergarten readiness and social emotional well-being and connectedness at the middle grades. We continue to fund a Behavior Specialist to support all schools. Met 22JUN2023 2023 43693936046619 Marshall Lane Elementary 6 Survey Administration and Measurement: In 2022.2023, 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 Using baseline results from 2021.2022, CUSD has set the following goals for student perception of school climate. (1) The Overall Top Box (the percent of students reporting 5 'Strongly Agree') will increase by 5% in 2023.2024 from the 2021.2022 baseline. (2) The Overall Mean for questions will be at least 4.5 by 2023.2024. Winter 2023 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 2023) I feel safe at my school: 3.73; 25.11% School rules are fair: 3.56; 18.59% My school is clean: 2.99; 8.94% Students are nice to each other at my school: 3.11; 11.1% I like going to my school each day: 3.43; 23.32% In reviewing results from 2021.2022 to 2022.2023, CUSD saw an increase in student responses, with 460 more students participating than in the year prior. However, Mean and Top Box results declined for all five focal questions. “I feel safe at my school” was the highest rated, with five schools with a Top Box of 4.0 or higher, and three schools with a Top Box of 3.8 to 3.9. “My school is clean” was the lowest rated and saw the greatest decrease in mean (-0.22) and “I like going to my school each day” had the greatest decrease in Top Box from 2021.2022. Decisions, Actions, and Next Steps: Student Engagement Survey data was shared with site administrators in February 2023, and schools reviewed results and discussed next steps. In 2022.2023, responsive professional development was offered by Campbell's General Education Behavior Interventionist in the areas of: oppositional behavior, AHD, and autism. Topics were presented in response to site requested topics and observed areas of need. In addition, students received a variety of social-emotional support and services from contracted agency staff, district counselors, and social work interns under the direction of the Student Services team. For 2023.2024, schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on Kindergarten readiness and social emotional well-being and connectedness at the middle grades. We continue to fund a Behavior Specialist to support all schools. Met 22JUN2023 2023 43693936046627 Monroe Middle 6 Survey Administration and Measurement: In 2022.2023, 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 Using baseline results from 2021.2022, CUSD has set the following goals for student perception of school climate. (1) The Overall Top Box (the percent of students reporting 5 'Strongly Agree') will increase by 5% in 2023.2024 from the 2021.2022 baseline. (2) The Overall Mean for questions will be at least 4.5 by 2023.2024. Winter 2023 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 2023) I feel safe at my school: 3.73; 25.11% School rules are fair: 3.56; 18.59% My school is clean: 2.99; 8.94% Students are nice to each other at my school: 3.11; 11.1% I like going to my school each day: 3.43; 23.32% In reviewing results from 2021.2022 to 2022.2023, CUSD saw an increase in student responses, with 460 more students participating than in the year prior. However, Mean and Top Box results declined for all five focal questions. “I feel safe at my school” was the highest rated, with five schools with a Top Box of 4.0 or higher, and three schools with a Top Box of 3.8 to 3.9. “My school is clean” was the lowest rated and saw the greatest decrease in mean (-0.22) and “I like going to my school each day” had the greatest decrease in Top Box from 2021.2022. Decisions, Actions, and Next Steps: Student Engagement Survey data was shared with site administrators in February 2023, and schools reviewed results and discussed next steps. In 2022.2023, responsive professional development was offered by Campbell's General Education Behavior Interventionist in the areas of: oppositional behavior, AHD, and autism. Topics were presented in response to site requested topics and observed areas of need. In addition, students received a variety of social-emotional support and services from contracted agency staff, district counselors, and social work interns under the direction of the Student Services team. For 2023.2024, schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on Kindergarten readiness and social emotional well-being and connectedness at the middle grades. We continue to fund a Behavior Specialist to support all schools. Met 22JUN2023 2023 43693936046668 Rolling Hills Middle 6 Survey Administration and Measurement: In 2022.2023, 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 Using baseline results from 2021.2022, CUSD has set the following goals for student perception of school climate. (1) The Overall Top Box (the percent of students reporting 5 'Strongly Agree') will increase by 5% in 2023.2024 from the 2021.2022 baseline. (2) The Overall Mean for questions will be at least 4.5 by 2023.2024. Winter 2023 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 2023) I feel safe at my school: 3.73; 25.11% School rules are fair: 3.56; 18.59% My school is clean: 2.99; 8.94% Students are nice to each other at my school: 3.11; 11.1% I like going to my school each day: 3.43; 23.32% In reviewing results from 2021.2022 to 2022.2023, CUSD saw an increase in student responses, with 460 more students participating than in the year prior. However, Mean and Top Box results declined for all five focal questions. “I feel safe at my school” was the highest rated, with five schools with a Top Box of 4.0 or higher, and three schools with a Top Box of 3.8 to 3.9. “My school is clean” was the lowest rated and saw the greatest decrease in mean (-0.22) and “I like going to my school each day” had the greatest decrease in Top Box from 2021.2022. Decisions, Actions, and Next Steps: Student Engagement Survey data was shared with site administrators in February 2023, and schools reviewed results and discussed next steps. In 2022.2023, responsive professional development was offered by Campbell's General Education Behavior Interventionist in the areas of: oppositional behavior, AHD, and autism. Topics were presented in response to site requested topics and observed areas of need. In addition, students received a variety of social-emotional support and services from contracted agency staff, district counselors, and social work interns under the direction of the Student Services team. For 2023.2024, schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on Kindergarten readiness and social emotional well-being and connectedness at the middle grades. We continue to fund a Behavior Specialist to support all schools. Met 22JUN2023 2023 43693936046692 Sherman Oaks Elementary 6 Survey Administration and Measurement: In 2022.2023, 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 Using baseline results from 2021.2022, CUSD has set the following goals for student perception of school climate. (1) The Overall Top Box (the percent of students reporting 5 'Strongly Agree') will increase by 5% in 2023.2024 from the 2021.2022 baseline. (2) The Overall Mean for questions will be at least 4.5 by 2023.2024. Winter 2023 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 2023) I feel safe at my school: 3.73; 25.11% School rules are fair: 3.56; 18.59% My school is clean: 2.99; 8.94% Students are nice to each other at my school: 3.11; 11.1% I like going to my school each day: 3.43; 23.32% In reviewing results from 2021.2022 to 2022.2023, CUSD saw an increase in student responses, with 460 more students participating than in the year prior. However, Mean and Top Box results declined for all five focal questions. “I feel safe at my school” was the highest rated, with five schools with a Top Box of 4.0 or higher, and three schools with a Top Box of 3.8 to 3.9. “My school is clean” was the lowest rated and saw the greatest decrease in mean (-0.22) and “I like going to my school each day” had the greatest decrease in Top Box from 2021.2022. Decisions, Actions, and Next Steps: Student Engagement Survey data was shared with site administrators in February 2023, and schools reviewed results and discussed next steps. In 2022.2023, responsive professional development was offered by Campbell's General Education Behavior Interventionist in the areas of: oppositional behavior, AHD, and autism. Topics were presented in response to site requested topics and observed areas of need. In addition, students received a variety of social-emotional support and services from contracted agency staff, district counselors, and social work interns under the direction of the Student Services team. For 2023.2024, schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on Kindergarten readiness and social emotional well-being and connectedness at the middle grades. We continue to fund a Behavior Specialist to support all schools. Met 22JUN2023 2023 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 2023. The District administered the California Healthy Kids Survey online to all students in grades 9 through 12 with a response rate of 71%. In terms of connectedness and safety, the majority of students reported feeling like they were a part of their school and that they were safe. On a five-point scale from strongly disagree to strongly agree, an average of 88% of students responded in the top three categories (neither agree nor disagree, agree, or strongly agree) that they felt like they were a part of their school. The largest category was “agree”, with an average of 42% of students responding. For safety, a higher percentage of students reported feeling safe in school, with an average of 90% of students responding in the top three categories. The largest category was “agree” with a range of 47.5% of students responding. Another important theme was social and emotional well-being. The average percentage of students reporting chronic sadness was 26.5% and the percentage who seriously considered suicide was 9.8%, both somewhat lower than in previous years. Awareness of campus supports, including a Wellness Center at all sites (66%), contracted mental health therapists at all sites (64%) social workers at some sites (36%), and drug use interventions at all sites (27%) was higher than in previous years. Chronic sadness has a relationship with chronic absenteeism which is higher this school year. To help address issues impacting connectedness, especially with regard to equity and inclusion, CUHSD partnered 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. This process was completed in the 2022-2023 school year and resulted in numerous changes and additions to our Local Control and Accountability Plan, including improvements to our Multilingual Masterplan and the hiring of additional academic school counselors. In response to the increased and ongoing need for mental health support, the district is continuing its mental health staffing by providing a Wellness Center at each high school with a Social Worker or Specialist (if a Social Worker cannot be recruited) at each school site as well as a centralized Social Worker, with a partial FTE contracted mental health counselor at each school site. CUHSD is also providing mental health first aid training to site staff. Met 22JUN2023 2023 43694190000000 Cupertino Union 6 DATA: 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. In 2022-2023, CUSD administered the Panorama Social-Emotional Learning Survey to students in Grades 4-8. Additionally, we collected parent perspectives via the LCAP Survey and staff perspectives via Leadership Team surveys. Panorama SEL Survey Spring 2023: 63% of Students in Grades 3-5 and 47% of Students in Grades 6-8 reported a strong sense of belonging on the spring 2023 Panorama Survey. Results for English Learners, African American, and Hispanic students were lower than results for “All Students” English Learners (-13 in Grades 4-5 and -15 in Grades 6-8) African American students (-2 in Grades 4-5 and -10 in Grades 6-8) Hispanic students (-2 in Grades 4-5 and -11 in Grades 6-8) CHKS Survey 2021-2022: 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%). MEANING and USE: We utilized data to identify focus areas for our LCAP including improving indicators of School Connectedness and a Sense of Belonging. The following areas of need emerged for 2023-2024: 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. We added 5 Mental Health Therapists for 2023-2024. 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 are implementing the Second Step SEL curriculum to support students in gaining skills. All sites also are working towards full implementation of PBIS to support positive behavior on school campuses. All elementary sites provide extra support to students during recess to increase engagement and support conflict resolution skills. TK teachers are engaged in professional development to support positive behavior for our youngest learners. 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, African American students and Hispanic Students. Site SPSA goals will include plans regarding how each school site will address areas of need. Met 15JUN2023 2023 43694270000000 East Side Union High 6 The East Side Union High School District has administered the Panorama survey since 2018. The results of the 2022-23 survey show 24% of students feel connected to school, which is a 4 percentage point improvement from last year. The results show that 82% of students feel safe at school which is a 1 percentage point decrease from last year. 69% 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. 58% of students responded positively to knowledge and fairness of discipline rules and norms which is a 2 percentage point decrease from last year. The results of the survey show that the district needs to build stronger relationships and connections between students, staff and school as well as improving the academic support for students. Just over half of students responded positively to knowledge and fairness of discipline rules and norms showing the district must work to provide transparent and equitable student discipline practices across the district. In order to improve in these areas the district is in the process of implementing a Multi Tiered System of Support designed to provide the academic and social emotional supports students need to thrive and excel at school. The district is implementing a Uniform Behavior Response System that includes monthly reflection on discipline data, interventions, and discipline responses in order to provide equitable student discipline practices across the district. With this work we hope to focus on improving academic and social emotional support for students and consistent and fair student discipline responses. Met 22JUN2023 2023 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 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 students’ 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 20JUN2023 2023 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. 50% 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. 06JUN2023 2023 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 21JUN2023 2023 43694270130856 Luis Valdez Leadership Academy 6 Annually, the school site issues at minimum one survey a month that pertains to School Climate, Student Enrichment, 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 95%, and 66% 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 2023 to guide ongoing staff professional development, supplemental programs, and health/safety measures. School Safety has been prioritized through one emergency drill annually, partnerships with the City of San Jose Youth Intervention Services, 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. 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 in Met 26JUN2023 2023 43694270131995 B. Roberto Cruz Leadership Academy 6 Annually, the school site issues at minimum one survey a month that pertains to School Climate, Student Enrichment, 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 95%, and 66% 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 2023 to guide ongoing staff professional development, supplemental programs, and health/safety measures. School Safety has been prioritized through one emergency drill annually, partnerships with the City of San Jose Youth Intervention Services, 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. 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 in Met 26JUN2023 2023 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 (89.2% attendance/engagement rate) •CAHS is improving its response to behavior, with a 3.62% suspension rate •91.8% of students Strongly Agree and Agree to feeling safe 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 91.8% of our students who took the survey strongly agree or agree to feeling safe 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 given the ongoing chronic absenteeism challenges students face across the state. We continue to focus on building a strong student culture as described in our LCAP goal #4, by 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. 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. •Access to student and family mental health counseling through school-based counselors and external providers (FACTR) •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. (cont'd below) Met •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: •Process by which SG represents the diversity of our student body and more actively collects and responds to student feedback •Create a better structure that encourages all students to have the opportunity to run for Student Government •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) •Purchase books based on student interest and identity to build excitement and investment in reading and create representation within our classroom libraries 21JUN2023 2023 43694274330668 Latino College Preparatory Academy 6 Annually, the school site issues at minimum one survey a month that pertains to School Climate, Student Enrichment, 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 2023 to guide ongoing staff professional development, supplemental programs, and health/safety measures. School Safety has been prioritized through one emergency drill annually, partnerships with the City of San Jose Youth Intervention Services, 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. 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 in Met 26JUN2023 2023 43694274330676 San Jose Conservation Corps Charter 6 Twice a year SJCCCS students complete a Climate Survey. The results of this survey allow us to analyze the data and see how safe and accepted students feel on campus. For the last few year the results have shown that students feel safe and connected to the school. The data also allows us to pivot and support students in areas that they feel they need support in. Met 28JUN2023 2023 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 providedrated what they valued on the following categories, Relevance, Relationships, 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 students’ 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 20JUN2023 2023 43694350000000 Evergreen Elementary 6 The work of social and emotional well being for all EESD students, families and staff are paramount to supporting the entire educational experience. EESD has worked diligently to take into account this important aspect of what it means to fully educate and support students. To that end, the expectation is that PBIS has now been fully implemented in EESD. The various cohorts are still at varying levels of the implementation cycle, but all have received at least year one training and professional development. Even with the COVID 19 pandemic, training still occurred and planning/leadership teams have been established at all sites. Research shows that unless kids feel safe and connected to their school experience, then academic excellence is not possible. Additionally, through the work in creating the CCEIS plan and Differentiated Assistance from SCCOE, Educational Services focus on equity through a Multi-Tiered System of Support (MTSS) has become the priority in Evergreen. In order to continue the work on safe and caring schools, we have examined the statewide California Healthy Kids Survey results, as well as a safe school climate survey that was created internally and aligned to the Safe School Plans that are approved each year by the Board of Trustees. The Wellness Team is anchored by a cadre of school psychologists, Marriage and Family Interns (MFTs), counselors, and school social workers. These professionals support all tiers of the MTSS plan. Noon duty supervisors are also funded from LCAP supplemental in order to support students during non-academic times and keep students safe. The creation of Wellness Centers have been a priority for the last 18 months. Facilities have been surveyed and assessed for and upgrades to these rooms are underway. Evergreen received a Community Schools Grant as well as an School Linked Services (SLS) Grant for the 2022-2023 school year that will help support the work we are doing in the social and emotional realm. For the 2023-2024 school year, the District collaborates with South East SELPA to establish the Educationally Related Mental Health Services (ERMHS) process for students with disabilities who are attending Evergreen. Feeling Safe at School: 84% feel Safe or Very Safe Bullying: Seen Often and Sometimes 34.5% Bullying is a Problem: 30.8% Disrespect: 11% felt often/sometimes disrespect is an issues across all categories Feeling Safe at School: 82.8% safe or Very Safe Bullying: Seen Often and Sometimes 24.1% Bullying is a problem: 32.3% Disrespect: 12% felt often/sometimes disrespect is an issues across all categories Met 26JUN2023 2023 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. The Panorama Survey which was administered to all grade 3-8 students showed that 64% 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 54% but is a marked increase from 45% in 2022. 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 have launched Tier I within the Multi-Tiered System of Supports across all schools in 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. Met 27JUN2023 2023 43694500113662 Voices College-Bound Language Academy 6 In the 2022-23 school year, Voices Franklin McKinley administered the Panorama Post student support and environment survey. Based on that survey, 66% of students in grades 4th-5th and 38% 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 67% 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 29JUN2023 2023 43694500123299 Rocketship Mosaic Elementary 6 Families are largely satisfied with the school, with 88% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school has a strong and committed community that actively encourages family participation, reported by 85% of families and 82% of students feeling happy and excited to come to school each day. We are working to improve family relationships with other families by building in more time and activities during events and school gatherings for families to connect with each other. Met 08JUN2023 2023 43694500128108 Rocketship Spark Academy 6 Families are largely satisfied with the school, with 81% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school has a strong and committed community that actively encourages family participation, reported by 81% of families and 83% of students feeling happy and excited to come to school each day. We are working to improve family knowledge of the work of parent groups and how the work is positively impacting the broader community. Met 08JUN2023 2023 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. 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. 06JUN2023 2023 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 21JUN2023 2023 43694680000000 Fremont Union High 6 "FUHSD LCAP Goal 3: every student will feel safe, cared about, and both academically and socially engaged in school. The District Wellness Council resumed, having not met since January 2020. Applicants were sought from students, families, community members, and staff. The Council is composed of four students from each comprehensive site and one from Middle College; three parents (including alumni) from each comprehensive site; and two staff members from each comprehensive site and the district office. In collaboration with the Santa Clara County Office of Education, the District returned to participation in Tobacco Use Prevention Education (TUPE). As part of this agreement, the CA Healthy Kids Survey was administered to all students in January/February 2023. Data reported from the District School Climate Report Card (CA Healthy Kids Survey) • Average percent of students reporting ""Pretty much true"" or "" Very much true"" to ""Meaningful participation at school"": 9th grade: 27%; 10th grade 26%; 11th grade 25%; 12th grade 29% • Average percent of students reporting ""Agree"" or "" Strongly agree"" to ""School connectedness"": 9th grade: 63%; 10th grade 61%; 11th grade 61%; 12th grade 50% • Average percent of students reporting ""Pretty much true"" or "" Very much true"" to ""Caring adults in school"": 9th grade: 57%; 10th grade 56%; 11th grade 56%; 12th grade 61% • Perceived School Safety 74% of students reported ""Safe"" or ""Very safe"" at school when asked, ""How safe do you feel when you are at school?"" • The following represent the percentage of students who reported not being victimized: Low Violence Victimization 88%; No Harassment 82%; No Mean Rumors 80%; No Fear of Getting Beaten Up 94% 2023 Local Performance Indicator Self-Reflection for Fremont Union High School District Page 15 of 20 In collaboration with the Santa Clara County Office of Education, the District is part of the School Behavioral Health Incentive Program (SBHIP). The primary efforts are to expand implementation of wellness spaces; improve workforce development (in the behavioral health field); build and expand partnerships (with community-based organizations); and enhance information technology systems and data use. Beginning with the 2021-22 school year, a School-Based Therapist (SBT) Lead has been released 60% to support site and district wellness efforts. School counselors districtwide, in conjunction with the Guidance Curriculum Lead and the SBT Lead, went through an iterative process to identify American School Counselor Association (ASCA) behavior and mindset standards and Collaborative for Academic, Social, and Emotional Learning (CASEL) standards that are currently covered at each individual school site and then identified district-wide guaranteed implementation. Next steps are to identify standards currently without coverage across the district and look to implement the content within the FUHSD guidance program in order to develop a four-year plan." Met 20JUN2023 2023 43694840000000 Gilroy Unified 6 During the 22-23 school year, the district administered a climate survey to staff, students and parents in conjunction with Circle Up. The results of the survey administered in the fall of 2022 are as follows: Students *80% of students report that staff value them as a person and/or that there is a trusted adult they can talk to *67% of students report they feel included at their school *80% of students feel physically safe at school Parents *84% of parents report that teachers have high expectations for students. *95% of parents report that teachers and office staff treat them with respect *92% of parents report that they have not experienced incidents of staff discriminating against students at their school Staff *61% of staff report that students treat adults with respect at school *87% of staff report that the school supports students emotionally The areas above have been selected by Gilroy Unified as key indicators related to the GUSD LCAP Goal 3 actions around school climate and student engagement. The survey results support the district’s continued focus on these areas. All site administrators have been fully trained in Restorative Justice in 22-23. In 23-24, site lead times will begin to be trained in Restorative Justice and PBIS models. This is part of a larger MTSS plan to address school climate and student connectedness. Met 18MAY2023 2023 43694840123760 Gilroy Prep (a Navigator School) 6 Gilroy Prep administers the Panorama SEL survey to determine student’s perceptions of school safety and connectedness to an adult, in addition to monitoring the skills of self-efficacy and self-regulation. The key learnings from the survey data are that 93% of the 3rd-5th graders, and 82% of the 6-8th graders 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. A gap or area of need was found between students who identified backgrounds from two races (67% of these students reported high levels of supportive relationships) and other races (95.5% reported high levels of supportive relationships.) 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 20% of students reported feeling safe only sometimes, rarely, or not at all. Because safety is a primary concern of the leadership, they seek to have 100% of students reporting that they feel safe at school. Another area of growth was 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 increase the numbers of students who report feeling safe at school, all teachers in grades K-8 will administer weekly social emotional surveys that specifically ask students if they feel safe, and if someone has done an action that the student considers harmful or inappropriate to them. This data will provide educators with information so they can investigate reports of unsafe situations and intervene quickly. Weekly survey data will also identify students who may need more structured social skills support or who would benefit from a referral to an outside mental health agency. The school will also implement daily community meetings in each classroom using a structured social emotional learning curriculum. These meetings, in addition to teaching students strategies to increase safety at school, will also promote student connections to the adults. While the overall numbers of students in the two or more racial background demographics who reported less connections to an adult is relatively low (approximately 3%) the gap is unacceptable to the school. The school will do a deeper analysis into what factors may have led to these results. Teachers will receive additional student information related to their classrooms' cultural and racial demographics so they can understand the backgrounds of their students better. They will also be coached in strategies aligned with culturally responsive teaching. Met 20JUN2023 2023 43694920000000 Lakeside Joint 6 Lakeside JSD used the information gathered from an adjunct committee appointed by the Lakeside School Board of Trustees (the 5-year Planning Committee) to establish feedback from the school staff and larger parent community. This specific information was gathered through both a survey and during a Town Hall meeting. 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 vast majority of students now feel both physically safe and socially and emotionally safe (which was not expressed on the 5-year Planning Committee’s survey data). 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. There was a concern expressed largely from parents in the community about the unsupervised interactions during recess/lunch on the large playground area between 5th grade students and the TK and Kinder students. As a result of the information gathered from both the survey and Town Hall meeting input/feedback, Lakeside School made several adjustments, changes and additions to their school day and programs offered. Lakeside ramped up its PBIS (and MTSS) program and training of all instructional staff: teachers, paraprofessionals, Behavioral Specialist, Counseling Coordinator, and Parent Volunteers. The morning recess, lunch and its recess was split between two different grade levels: TK-2nd and 3rd-5th grades. An additional special education teacher was hired, as well as additional paraprofessionals, a full-time Behavioral Specialist, and part-time Counseling Coordinator to support the social and emotional learning of students and support of instructional staff. Lakeside School contracted with Playworks (a national non-profit educational organization) to provide a support coordinator who provides structured and supervised play focused on inclusive play, leadership, conflict resolution, and movement during each recess and a single classroom session each week. Met 28JUN2023 2023 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 pivoted to using the California Healthy Kids Survey (CHKS) survey to students in grades 5 & 7. 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. As a result of the push back, we worked to get buy-in form parents by holding presentations of the CHKS at SSC and Home to School parent meetings. Finally, in the spring of 2023, we were able to administer the CHKS to students in grades 5 & 7. Our efforts to get more parents to allow their students to participate in the CHKS allowed us to have 65% of our 5th grade students and 71% of our 7th grade students to take the assessment. We also gave the CHKS to all our staff and to parents. Based on the data from this past spring, we discovered to following information: C.T. English Middle School (gr.7) - based on combined ""strongly agree"" and ""agree"" 64% of students & 72% of parents felt our district had a supportive and inviting learning environment 56% of students & 76% of parents felt we had adults who really cared about every student 59% of students & 77% of parents felt the campus was a safe place for students - We will be working with our students to determine why they do not feel as safe as we thought that they would. We also are placing vaping/noise detection devices into our middle school bathrooms to help make those places safer. Loma Prieta Elementary School (gr.5) - based on combined ""strongly agree"" and ""agree"" (*note students appeared to score items very differently from their parents) 100% of students & 61% of parents felt our district had a supportive and inviting learning environment - We will be asking our parents for input on why the large discrepancy between their kids & the parents exists. We will be working with our elementary staff on parent interactions and response times to parent inquiries as well. 88% of students & 69% of parents felt we had adults who really cared about every student 100% of students & 74% of parents felt the campus was a safe place for students - We will continue to work within our" Met 28JUN2023 2023 43695180000000 Los Altos Elementary 6 We have been administering a SEL Survey that includes school climate. Findings from the data includes students in grade 4-8 feel safe and belong. Scores range from 1-lowest to 5 as the highest. Some questions include- 1. This teacher believes I can learn- 4.47 avg. 2. I have a good friend in this class- 4.43 avg. 3. I feel safe in this class - 4.31 avg. Met 12JUN2023 2023 43695260000000 Los Gatos Union Elementary 6 LGUSD continues to foster caring, welcoming and engaging school climates across the district. Local Climate Survey Summary LGUSD has developed a local survey to explore specific areas of focus: • Caring School Climate • School Engagement The results from the fall survey are noted below: • I feel like I matter and am important at my school: 68% • I feel respected and accepted for being me: 73% 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 07JUN2023 2023 43695340000000 Los Gatos-Saratoga Union High 6 The district administers the California Healthy Kids Survey (CHKS) to all students annually with greater than 90 percent participation. During the last three years, the dual focus areas for the district have been on social-emotional health and bullying/harassment. In the most recent survey, both district high schools scored better than the county average in the School Performance, Supports, & Engagement domain, which measures school connectedness and social emotional health. Further, the percentage of student respondents indicating they feel sad or hopeless has gone down for three consecutive years and is not below the county average and the average of our similar-schools cohort. (The cohort includes Palo Alto and Gunn high schools in Palo Alto Unified School District as well as Mountain View and Los Altos high schools in Mountain View-Los Alto Union High School District.) In addition, student perception of whether school staff will take reports of sexual harassment seriously has increased. While students at both schools generally report positive experiences, there are areas for growth. Student survey responses continue to suggest that incidences of bullying, harassment, and binge drinking are significantly more common among the LGHS student body than at SHS and more common than the average in both Santa Clara County high schools and high schools in the district’s similar-schools cohort. Student survey responses continue to suggest that suicidal ideation is more prevalent among the student body at SHS than at LGHS and more common than the average in both Santa Clara County high schools and high schools in the district’s similar-schools cohort. These remain focus areas for the respective schools. Wellness centers at both schools have recently been significantly expanded, moving into larger, refurbished spaces and adding staff, including dedicated wellness center coordinators and a total of 10 full-time mental health therapists between the two schools. Wellness centers have also launch peer-to-peer counseling groups. Both schools have created and deployed social-emotional lessons in their mandatory tutorial periods, each focusing on their areas of greatest needs based on CHKS data. LGHS has focused lessons on bullying and harassment, while SHS has focused on stress and emotional wellbeing. Further, starting with the 2023-2024 school year, LGSUHSD and LGHS have joined with the Los Gatos Police Department and the Los Gatos Town Council to address underage drinking in the community, because survey data indicates most binge drinking occurs in student homes outside of school hours. Both schools have also used CHKS data to create local goals and action plans in their Single Plan for Student Achievement (SPSA) and their Western Association of Schools and Colleges (WASC) accreditation plans. Not Met 26SEP2023 2023 43695420000000 Luther Burbank 6 Local Climate Survey Summary Luther Burbank School District is a small-school environment where students 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 and continued with refining MTSS framework and application this school year. In the 2022-2023 school year, the MTSS team consisting of teachers and admins completed the tiered fidelity inventory (TFI) to outline our work in becoming culturally responsive practitioners. 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. We launched the Los Dichos/Project Cornerstone’s anti bullying and character building program. This program allowed families from grades K-5 to actively engage in their child’s academic learning with a focus on social justice and social emotional learning. We continue to collaborate with our school-linked services partners and enhanced the system of services provided by our on campus wellness center. The wellness center in addition to our full-time counselor allow for an increase in personalized services and more expedient response rate for students needing intensive service. Met 23JUN2023 2023 43695750000000 Moreland 6 This indicator is aligned to and measured in Moreland's LCAP Goal 4. We surveyed our students using our 2023 Perception Survey. There are two questions that we monitor on this survey that are measured and reported on in the LCAP. According to the results, 82% of students felt that they belonged at school and 60% of students felt safe at school. These numbers are lower than pre-pandemic results. However, it should be since returning to in-person learning, we've increased the amount of social emotional and mental health support 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 started Safe Schools Ambassadors (SSA) at Moreland Middle School and plan to expand it to Latimer and Anderson next year. We are updating our PBIS training at all sites through work with Kelvin Oliver. We believe these actions will increase our students' sense of safety and belonging. Met 27JUN2023 2023 43695830000000 Morgan Hill Unified 6 The Morgan Hill Unified School District surveys students for their perceptions of their school using a survey tools developed in conjunction with Hanover Research that includes questions regarding school safety, connectedness, academics and opportunities, and belonging. 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 were 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 rigor and inclusivity of all learners Based on the 2023 survey results, 94% of students surveyed agree/strongly agree that they want to do well in school, 74% care about their school, 60% report that their teacher takes the time to build trusting relationships in class with 64% reporting they have a trusted adult on campus, and 64% indicated that they feel safe at school. Further, 37% reported that they like going to school. Additionally, 52% agree they have a voice in decision making and learning and 65% 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, the data also highlights school connectedness as an ongoing challenge and area of growth—this includes trusting relationships and student voice and agency; there was an increase in school connectedness, and based on student feedback, additional opportunities at the elementary level (specials rotations) and classes at the high school level may play a role. The survey data around students feeling safe at school indicated a need for more robust student supports in the area of bullying at the middle school level in particular. As a result, middle schools have leaned into their Climate and Culture teams as well as ways to begin building a more positive school culture. This, in addition to systematic student behavior expectations and implementation, has begun to show signs of promise. Furthermore, as a response, the district began implementing additional opportunities for student voice/agency via Student Voices and other similar groups that cover a variety of topics, student surveys, opportunities for feedback, implemented Wellness Centers, and partnered with a social emotional learning platform for student checkins. Additionally, the district is working toward a TK-12 counseling plan that will help address these topics with our students. Met 20JUN2023 2023 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 must 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 20JUN2023 2023 43695910000000 Mountain View Whisman 6 In spring 2023, 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. Response rates for the spring 2023 survey increased for students from 1,755 in 2022 to 2,087. Below are the survey highlights. On the LCAP survey 74% of our students agree or strongly agree that adults at school care about their success. 74% indicated that they trust their teachers and 74% are comfortable asking teachers questions. 93% of students state that they have friends at school. 83% of students agreed or strongly agreed that students from different cultural backgrounds become friends. 2023 Survey results indicate that students, specifically in middle school, continue to have concerns around safety and behavior. Only 61% of students agreed or strongly agreed that they feel safe at school, only 51% agreed or strongly agreed that students respect teachers and staff and 63% agreed or strongly agreed that there are clear and fair consequences for breaking rules at my school. Survey results in spring 2022 along with outside events prompted the District to convene a Safety Advisory Task Force and conduct a safety audit. The audit included an environmental scan of schools that will form the basis of recommendations and meetings with parent groups, teachers and students, principals, mental health, facilities, nurses, etc. Additionally, the District conducted a Thought Exchange in January 2023 which included staff, parents and middle school students. Information was shared with the Board of Trustees in March and with school communities in April. 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. New for the 2023-24 school year the District will add Action 9 in Goal 2. -Develop and implement a process for responding to student behavior incidents that will be used consistently across all sites. -Develop guidelines for all sites for responding to student behavior incidents. The next steps include developing and refining safety standards based on the audit and stakeholder input, and then implementing these protocols in Fall 2023. Met 15JUN2023 2023 43696090000000 Mountain View-Los Altos Union High 6 MVLA conducts the California Healthy Kids Survey (CHKS) every other year, with the most recent administration taking place in 2022 among all 9th and 11th graders. The next administration is scheduled for October 2024. Here is a summary of the data: School Connectedness: In terms of school connectedness, 67% of 9th graders (a 1% decrease from 68% in 2020) and 65% of 11th graders (a 1% increase from 64% in 2020) reported feeling connected to the school. Indicators for school connectedness include feeling close to peers, happiness at school, and a sense of belonging. Academic Motivation: Regarding academic motivation, 68% of 9th graders (a 2% decrease from 70% in 2020) and 67% of 11th graders (a 2% decrease from 69% in 2020) reported being academically motivated. Indicators for this domain encompass efforts to excel in schoolwork, intrinsic interest in learning, and a commitment to understanding new concepts. Caring Adult Relationships: In terms of caring adult relationships, 60% of 9th graders (an 8% decrease from 68% in 2020) and 64% of 11th graders (a 10% decrease from 74% in 2020) reported having a caring adult relationship. Indicators in this domain include the presence of adults at school who genuinely care and take notice of students' well-being. High Expectations: When it comes to high expectations, 75% of 9th graders (a 3% decrease from 78% in 2020) and 75% of 11th graders (a 6% increase from 81% in 2020) reported feeling held to high expectations. Indicators in this category include teachers or adults acknowledging excellence, consistently expecting the best, and believing in students' potential for success. Meaningful Participation: In the area of meaningful participation, 28% of 9th graders (a 5% decrease from 33% in 2020) and 27% of 11th graders (a 7% decrease from 35% in 2020) reported having meaningful participation. This entails engaging in interesting activities, contributing to decisions like class activities or rules, and making a positive impact. School Safety: In terms of school safety, 75% of 9th graders (a 3% increase from 72% in 2020) and 77% of 11th graders (a 1% increase from 76% in 2020) reported feeling safe at school. Interpretation: The data indicates that MVLA experienced a decrease in most areas for both 9th and 11th graders, with the exceptions being safety, meaningful participation, high expectations, and caring adult relationships. Utilization: MVLA utilizes this data to identify and assess student needs, incorporating the results into our WASC Goals, LCAP (Local Control and Accountability Plan), and SPSA (Single Plan for Student Achievement). This informs the development and implementation of plans and actions aimed at enhancing school climate to support student learning. Met 09JUN2023 2023 43696170000000 Mount Pleasant Elementary 6 MPESD school climate data showed the following key findings. Overall, the staff responses on the climate survey showed levels in supporting and inviting place to work, school promotes ataff trust and collegiality and staff participation in decision making more similar to pre-distance-learning conditions around 90% each. The students in 5th grade, had high percentages in the following areas in empathy, gratitude, peer supports, and co-vitality (Summative item; belief in self, others, empathy, engaged in living). These percentages were better than the data from 2019 and 2021. The students in 7th grade showed 72% for empathy, 70% for peer supports, and 72% in growth mindset. The following were identified as areas that are of “somewhat” or a “large concern” by students, staff and parents, harassment, or bullying, including cyberbullying (35%, 33% and 33% respectively, and student behavior. Attendance and engagement continues to be the MPESD’s focus for continuous improvement. To increase student attendance and engagement, MPESD will: • Partner with City Year to provide mentoring and academic support to High-risk students at the middle school and partner with Mindful Life Project. • The Family Case Managers and Attendance Coordinator will monitor attendance and work with families and students to identify resources to help improve attendance in school. • Student Advisors and the principals at the Middle School will monitor student progress (academic, attendance, and discipline) and work with students to set improvement goals, supporting students in building student agency. • Implement CREW in all schools and grades; CREW is a framework from EL Education to help students build a strong sense of belonging, increase student agency, and empower students to be self-advocates and community service. • Re-train school administration and school staff on Positive Behavior Interventions and Supports (PBIS) and assess and increase prevention and interventions available to meet the needs of identified students • Assess the implementation of Positive Behavior Interventions and Supports(PBIS) at each school at the beginning and end of the year to determine areas for growth. • Utilize School Counselors and Psychologists to work with disengaged students and/or those experiencing behavioral health needs, including depression or feelings of hopelessness. Met 28JUN2023 2023 43696176048045 Ida Jew Academies 6 Ida Jew Academy in collaboration with MPESD school climate data showed the following key findings. Overall, the staff responses on the climate survey showed levels in supporting and inviting place to work, school promotes ataff trust and collegiality and staff participation in decision making more similar to pre-distance-learning conditions around 90% each. The students in 5th grade, had high percentages in the following areas in empathy, gratitude, peer supports, and co-vitality (Summative item; belief in self, others, empathy, engaged in living). These percentages were better than the data from 2019 and 2021. The students in 7th grade showed 72% for empathy, 70% for peer supports, and 72% in growth mindset. The following were identified as areas that are of “somewhat” or a “large concern” by students, staff and parents, harassment, or bullying, including cyberbullying (35%, 33% and 33% respectively, and student behavior. Attendance and engagement continues to be the MPESD’s focus for continuous improvement. To increase student attendance and engagement, MPESD will: • Partner with City Year to provide mentoring and academic support to High-risk students at the middle school and partner with Mindful Life Project. • The Family Case Managers and Attendance Coordinator will monitor attendance and work with families and students to identify resources to help improve attendance in school. • Student Advisors and the principal at the Middle School will monitor student progress (academic, attendance, and discipline) and work with students to set improvement goals, supporting students in building student agency. • Implement CREW in all schools and grades; CREW is a framework from EL Education to help students build a strong sense of belonging, increase student agency, and empower students to be self- advocates and community service. • Re-train school administration and school staff on Positive Behavior Interventions and Supports (PBIS) and assess and increase prevention and interventions available to meet the needs of identified students • Assess the implementation of Positive Behavior Interventions and Supports(PBIS) at each school at the beginning and end of the year to determine areas for growth. • Utilize School Counselors and Psychologists to work with disengaged students and/or those experiencing behavioral health needs, including depression or feelings of hopelessness. Met 28JUN2023 2023 43696250000000 Oak Grove Elementary 6 Oak Grove School District has been engaged in implementation 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, district administrators participated in a intensive Restorative Practices facilitators training this year, with the goal of training up to 5 cohorts of teachers in the coming year. Additionally, we embarked on our process for Differentiated Assistance in the area of Chronic Absenteeism of Students with Disabilities. During this process, we discovered that feeling disconnected from school led students to an increased rate of absence. The district surveyed 5th and 7th graders using the 2022-2023 California Healthy Kids Survey. Highlights from the survey include: 83% of 5th graders and 41% of 7th graders stated that they feel safe within a positive school environment. The 7th grader data showed a 20 point drop from the previous year. However, our local survey that measures student connectedness and belonging showed an average of 88% of 3rd - 8th graders feeling safe over the course of the year. Based on the results from the previous CHKS survey as well as this year's Student Connectedness and Belonging Survey climate, OGSD meets standard for school climate. Data points vary slightly from elementary schools and middle school students perception of safety. Strengthening PBIS, building restorative practices as well as alternatives to suspension will work to further reduce suspensions overall, but with a target to students with disabilities. This year all teaching staff were trained on Inclusion and Universal Design for Learning. Creating classroom communities that are welcoming, affirming, and meet the needs of diverse learnings has been an area of focus and teachers and staff will continue to be supported in this area. Met 15JUN2023 2023 43696330000000 Orchard Elementary 6 The survey results and other data collection methods have provided valuable insights for our Local Education Agency (LEA). Key Learnings from Survey Results and Data: Areas of Strength: The survey results indicated that our LEA excels in fostering a positive and inclusive school culture. Areas of Growth: While our LEA has made significant progress, the data also revealed areas that require attention and growth. Specifically, we identified a need to improve student academic performance, especially in mathematics and reading. Additionally, some students and parents expressed concerns about the availability of intervention and afterschool programs. Challenges: Our data highlighted several challenges, including disparities in educational outcomes among different student subgroups. We noticed achievement gaps based on race and socioeconomic status, which is a matter of deep concern. Revisions, Decisions, and Actions: In response to these insights, our LEA is committed to implementing several revisions, decisions, and actions to drive continuous improvement: Targeted Professional Development: We will invest in tailored professional development programs to support teachers in addressing the identified academic challenges, focusing on improved math and reading instruction techniques. This will include strategies for differentiated instruction to better meet the needs of diverse learners. Equity Initiatives: Recognizing the achievement gaps, we are launching equity initiatives that include targeted interventions, mentorship programs, and resource allocation to address the disparities in educational outcomes among different student groups. Our goal is to ensure that every student has an equitable opportunity to succeed. Extracurricular Enrichment: To address the concerns about extracurricular activities, we will expand and diversify our offerings. This includes partnering with local organizations to provide more options and access to enriching experiences for students. Met 06JUN2023 2023 43696410000000 Palo Alto Unified 6 Data: In the fall of 2022-23, PAUSD administered the Panorama Social-Emotional Learning Student Survey in grades 3-12. This was the first year elementary students participated in the survey. Areas measured included student well-being, emotion regulation, and student perceptions of school climate, equity, and school safety. Additionally, secondary students responded to survey questions about homework. The Well-Being questions were new for elementary and secondary. More than half of students responded favorably to positive feelings (elementary, 68%; secondary, 56%) and challenging feelings (elementary, 65%; secondary, 54%). Emotion regulation was rated favorably by less than half of students (elementary, 43%; secondary, 49%). Many elementary students appear to feel positively about their relationships with their teachers (73%) and school safety (72%). More than half of elementary students responded favorably about their sense of belonging (66%) and school climate (65%). Secondary students showed the highest favorability for Diversity and Inclusion (81%), Cultural Awareness and Action (74%), and School Safety (74%). More than half of secondary students responded favorably about their relationships with teachers (60%) and school climate (55%). Less than half of secondary students indicated a strong sense of belonging at school (41%). Meaning:Compared to the Spring 2021 Panorama SEL Student Survey, secondary students demonstrated growth in Emotion Regulation (3 percentage points), Cultural Awareness and Action (16 percentage points), and Homework (one percentage point). Students indicated an increase in their perception of meaningful homework in social studies and science. A desire for more differentiation was expressed across most academic areas. Use: PAUSD utilized the student well-being responses as a universal screener for mental health. Students who indicated a significant need in their well-being survey response received a check-in and/or referral or monitoring. Additional screeners will be investigated to better identify student needs and ensure clarity of purpose. The school climate and equity survey will be administered to elementary and secondary students in 2023-24. Met 20JUN2023 2023 43696660000000 San Jose Unified 6 We continue our focus on supporting social emotional as well as academic needs. All TK-12 students received Social Emotional Learning lessons. All elementary campuses were staffed with at least a half time district counselor. All secondary campuses were staffed with at least 2 district counselors. The district has continued to partner with outside agencies to address the increased Social Emotional needs of our Tier 3 students. We will continue to focus on providing comprehensive Social Emotional support for all of our students. Met 29JUN2023 2023 43696660129718 Downtown College Preparatory Middle 6 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. Met 23MAY2023 2023 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 2022-23 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. 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 21JUN2023 2023 43696664330585 Downtown College Preparatory 6 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 familiesCO COACHING OF AP: The Director of Student Services Position continued to provide coaching and culture support to Assistant Principal. Met 23MAY2023 2023 43696740000000 Santa Clara Unified 6 Santa Clara Unified Administered the Santa Clara County Office of Education Social Emotional Learning (SEL) survey in the 2022-23 School Year. Key areas of interest were related to self awareness regarding one’s “future”, as well as experiences within the “Classroom Setting”, and “School Setting”. In relation to their futures, results revealed that 72% of our surveyed students (Grades 3-12) indicated “High” to “Very High” levels of agreement that they are a “good student”, plan to attend college and are capable of learning/increasing their intelligence. However, just 57% of our students with disabilities agreed to these same statements. Under “School Setting”, 57% of surveyed students indicated “High” to “Very High” levels of agreement that they feel safe at school, that their teachers treat them with respect and that their teachers listen to them. Unfortunately, results revealed that just 48% of our Black/African American students have high levels of agreement that they feel safe at school and that their teachers treat them with respect. Lastly, under “Classroom Setting”, 38% of students indicated that they actively participate in class and feel comfortable asking questions. In contrast, 29% of our Hispanic/Latino/a/x and English Learner/Multilingual Learner students indicate that they feel comfortable asking questions and actively participate in class. Actions: Along with general support, secondary schools have student wellness centers staffed by Wellness Coordinators and counseling interns. Through our 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 support to students and families. In addition to this ongoing support, the district has created an Equity and Social Justice Committee to provide recommendations, support, and program monitoring to promote the district’s work of becoming more diverse, equitable, inclusive, and anti-racist through its policies, practices, and programs. By utilizing recommendations brought forth from this committee, Santa Clara Unified is confident that we can increase our school connectedness metrics, district wide, and decrease discrepant educational experiences between student groups. Met 08JUN2023 2023 43696820000000 Saratoga Union Elementary 6 SUSD administered the KELVIN survey three times during the 2023-24 school year to elementary students to gather data about student perception of school safety and connectedness. In October, the favorability rate for grades 3-5 students was 79%. There were 485 participants, 71%. The Sense of Safety was 80%, and the instructional environment was 91%. In February, the favorability rate for grades 3-5 students was 78%. There were 499 participants, 72%. The Sense of Safety was 82%, and the instructional environment was 89%. The favorability rate for grades 3-5 students in May was 79%. There were 478 participants, 68%. The Sense of Safety was 82%, and the instructional environment was 90%. SUSD administered the KELVIN survey twice to middle school students during the 2023-24 school year. In January, the favorability rate for grades 6-8 students was 81%. There were 484 participants, 68%. The Well-Being-Interpersonal was 81%, School Climate/Culture was 81%, Sense of Safety was 90% The favorability rate for grades 6-8 students in May was 79%. There were 577 participants, 84%. The Well-Being-Interpersonal was 81%, School Climate/Culture was 78%, Sense of Safety was 83% Met 15JUN2023 2023 43696900000000 Sunnyvale 6 "1) Sunnyvale School District has continued its focus on monitoring and improving school climate. This work continues to be prioritized under 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.” Positive Behavioral Interventions and Supports (PBIS) has continued to be the main framework for influencing school climate, and the survey tools available through Panorama have enabled Sunnyvale School District to deploy a district-wide student, staff, and family survey twice annually to evaluate perceptions of school safety and connectedness. In Spring of 2023, 79.3% of students in grades 3rd-8th participated in the survey. In grades 3-5, 89% of students reported having ""Supportive Relationships"" (specifically, ""Someone in school you can count on to help you, no matter what""). 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 no exceptions. Any area of concern continues to be data around how students responded to ""how connected do you feel to the adults at your school"". This result (59%) falls within one percentage point of the previous survey administration, but highlights the need to continue to train and equip adults to foster appropriate connectedness with students through social-emotional cultural learning. 2) These results indicate continue to support a focus on PBIS and SEL. Though the ""connectedness"" survey results reveal an area of improvement, students reporting that they have access to supportive relationships indicate that there is progress in the work to establish trusting and beneficial relationships between students and adults. Of particular encouragement is the alignment between significant sub groups (English learners, students receiving special ed services, students identifying as transgender) in reporting access to supportive relationships. 3) Sunnyvale School District continues to work to increase staff use of Panorama data and resources, and to seek supplemental tools to support staff access to this material. Our focus to train and equip site MTSS, school social workers, and school outreach assistants to use site climate data to drive services has continued. Professional Development around the use of these resources will enable teachers to design lessons which include opportunities for students to build SEC skills using an ""integrated SEC"" model (as opposed to teaching SEC lessons separately within the school day)." Met 22JUN2023 2023 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 2023 will drive our goals and planning for the 2023-24 school year. Some of the overarching results we will consider are as follows: Continue to identify the needs of students and provide rigorous, differentiated instruction to meet the needs of all levels of learners. Promote a respectful social environment, caring student to student environment and the elimination of bullying Promote connections between students and their school, especially with our middle school students This year, we also gave the California Healthy Kids Survey to current 5th, 6th and 7th grade students. While there were many bright spots, there were other areas that stood out as focus areas for us to address in 2023-24. These include helping students feel more connected to school, more safe at school and finding ways to foster a relationship between students and all of our caring adults on campus. Unfortunately, our chronic absenteeism rate is also on the rise, so we will be focusing on that as we write our new SPSA goals and put proactive measures into place (such as calling and reaching out to families who were chronically absent this year prior to the next school year to offer support, resources and help break down any barriers.) In 2022-23 we continued character and community building programs including Project Cornerstone, Where Everyone Belongs (WEB), positive behavior incentives, school-wide rallies and events, Smart Start, and Digital Citizenship lessons. Further, working with a consultant from our county office, we trained four site teams on the Positive Behavior Intervention Supports (PBIS) framework. These sites will begin implementation next year, while the other four sites go through this initial training. We also implemented a new Student Senate program where Directors of Educational Services and Student Services met four times a year with 4-6 Student Senators from each school site to gather their input and feedback on our LCAP, hear their concerns about their school sites and offered support to help them set their own goals for improving their school sites. Student voice and choice will also be a priority for the 2023-24 school year and we will continue the Student Senate program next year as we found the students' input extremely valuable. We continued to bolster our Social Emotional Learning (SEL) programs this year. Some sites have decided to shift to the use of Kimochis across all grade levels, while others explored the best way and time to facilitate Second Step, Caring School Communities and Character Strong lessons. ALL sites have a plan for how they will implement their programs right from the beginning of the school year and are determining ways they can share strategies with families to use as well so that there is a common language being used both at home and at school. Met Met It has always been a goal for our schools to foster a sense of community and belongingness for all students. In the 2020-21 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 and this remained a focus this school year as well. This year, a suggestion that came from one of our Student Senators was to make sure that all students at the school knew that there was a counselor on campus and to advertise to students how they could access the counselor if they needed. This was a great suggestion and one that we will help sites create a system for next school year. As part of our Local Control Accountability Plan (LCAP) Educational Partner input gathering, we once again met with our student groups to gather their input. Of note, in regards to school climate, students felt that cleaner bathrooms, cleaner campuses, better and healthier food choices would help make them feel better about being at school. Once again, our middle school students shared that having their teachers/school staff reach out to their parents early and often about low grades and behavior concerns would positively benefit those students, but the entire school climate as well. We have added actions in our 2023-24 LCAP regarding these focus areas. 12JUN2023 2023 43733870000000 Milpitas Unified 6 We measured students’ sense of belonging using a Climate and Culture survey the last two school years (2021-2023). Some of our schools have been using PBIS for a while & have strong implementation, while others are just getting started. We gave our schools a rating from 0-2, with 0 being “Not Implemented”, 1 being “Early Implementation”, and 2 being “Strong Implementation”. We found that elementary students at schools with early & strong PBIS implementation showed improved attendance, while the average attendance at schools without PBIS stayed about the same. At early PBIS schools, average attendance improved by 6% while at strong PBIS schools, average attendance improved by 9% from Year 1 to Year 2. Students at schools without PBIS also had a 27% decrease in their Sense of Belonging ratings on the Spring Climate and Culture surveys from 2022 to 2023. From the descriptive statistics we conducted, the data seems to suggest that PBIS practices seem to have a positive impact on students’ attendance and sense of belonging at schools. Overall, 56.5% of our secondary students’ feel a sense of belonging whereas the rate for elementary students’ sense of belonging is at 71.9%. Most racial subgroups at the secondary level are comparable to the overall percentage. However, our African American, secondary students scored the lowest at 48.4%. One question that elicited the lowest percentage (48.75%) for African American students was: How well do people at your school understand you as a person? American Indian/Alaskan Native (47.3%) and African American (49.58%) students scored the lowest on the question: How connected do you feel to adults at your school? African American, elementary students rate their sense of belonging much higher than secondary students with their lowest response (62.5%) being to this question: How much respect do students at your school show you? However, our elementary, American Indian/Alaskan Native who are not Hispanic students do rate low (50%-56.25%) in all questions related to sense of belonging. This data reveals an opportunity to focus on how we make our African American students feel valued and seen as they move through our school system and a high need to focus on our American Indian/Alaskan Native students as soon as they enter school. MUSD’s L&D Team will continue to develop this capacity in the site administrators, Superintendent, Board Members & staff as they provide professional development around restorative practices and culturally responsive instructional practices. Overall, MUSD does a good job in providing a positive school climate, but has work to do to ensure all student groups feel they belong and are able to make personal connections to adults and students on campus. With the beginning work we have done to train our assistant principals & staff in restorative practices, our data has begun to show some impact. Ultimately, we are beginning to see a decline in our suspension and expulsion rates. Met 27JUN2023 2023 43771490000000 SBE - 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. 65% 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. 46% 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. 06JUN2023 2023 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. 65% 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. 46% 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. 06JUN2023 2023 44104470000000 Santa Cruz County Office of Education 6 1. According to our local survey, 94% of families indicated that our school staff is dedicated to the academic success of their student and 92.8% of families indicated their student feels safe at school and 96.4% of families report feeling comfortable approaching staff with concerns. Continuing and strengthening our academic, engagement, and social-emotional supports was reflected and appreciated and important according to our family survey. According to our student survey, 90.6% of students feel our staff is dedicated to their academic success with 7.3% not having an opinion on the questions and 91.7% of students feel safe at school with 7.9% not having an opinion on the question. Just over 80% of students report feeling comfortable approaching staff about concerns with 15.2% 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 wanted more resources for field trips, engaging curriculum, and activities. From our staff survey, 97.5% believe the staff is dedicated to student academic success and 80.4% believe our schools are safe with 14.6% feeling neutral. 90.2% 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 arranging 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 22JUN2023 2023 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 22JUN2023 2023 44104474430252 Pacific Collegiate Charter 6 In general, students across grades 7-12 at PCS report a sense of belonging and support within the school. However, since the COVID-19 pandemic, PCS has also noted that students (particularly in the upper grades) are reporting high levels of stress and mental health concerns, including suicidal ideation. For this reason, PCS has expanded mental health counseling and support services, and provided training for all teachers about how to spot, report, and support students who may be suffering with depression, anxiety, and other mental health concerns. In addition, PCS has allocated resources to professional learning for teachers about how to embed Social and Emotional Learning in their classrooms, to reduce the stigma about seeking mental health supports, and to help students develop the habits of mind necessary for positive relationships, self-regulation, and advocacy. Met PCS has also supported student leaders as faciliators of affinity groups (e.g. Jewish Student Union, BIPOC Student Union, Latine Student Union, and the Queer Intersectional Alliance) to provide spaces of belonging and support to students who identify with a variety of traditionally marginalized groups. PCS has also expanded our student recogntion system to include ways to honor and celebrate students more broadly, including in alignment with our revised school values. PCS is also working with a team of educational partners to develop a Positive Behavior Intervention and Support (PBIS) plan as part of our expanding Multi-Tiered System of Support. 07JUN2023 2023 44697320000000 Bonny Doon Union Elementary 6 "Our students and families are surveyed annually. Our last student survey shows that students across the grade-levels like school (93%). 100% of our K-3 , and 86% of our 4-6 grade students report that they are ""comfortable speaking with the teacher or yard duty when they have a problem at recess. This year, we are focused on consistency throughout the school, with common language and approaches to support our students." Met 08JUN2023 2023 44697570000000 Happy Valley Elementary 6 HVESD does not used the CHKS but rather, a survey given to all students. Here are the results: 98% of students say that adults at school care for them. 97% of students say that their teacher help them do their best. 93% of students say that they feel safe in the classroom, while 90% say they feel safe on the playground. 96% of students say that students respect each other at Happy Valley, and they are kind and helpful. Not Met 21JUL2023 2023 44697650000000 Live Oak Elementary 6 "We administered the California Health Kids Survey to our 5th and 7th graders in November of 2022 and a student survey on Social Emotional Learning and Wellness in April of 2023. California Health Kids Survey - November of 2022 *School Connectedness” 5th: 77% / 7th: 55 % *Eats breakfast in the morning: 5th: 67% / 7th: 63 % *Feel safe or very safe at school: (“most or all of the time”): 5th: 83% / 7th: 59% (""safe or very safe”) *Percentage of 7th grade girls reporting feeling sad or hopeless (almost every day for past 2 weeks): 52% Panorama SEL & Wellness survey - April of 2023 51.3% student completion 3-5 grade (269 responses) *54% feel like they the potential to change those factors that are central to their performance in school (growth mindset) *54% believe they can succeed in academic outcomes (self-efficacy) *83% feel like they have supportive relationships at school *57% feel like they like the overall social and learning climate at their school *65% feel physical and psychological safety at school 6-8 grade (428 responses) *82% feel like they have supportive relationships at school *47% feel like they like the overall social and learning climate at their school *59% feel physical and psychological safety at school" Met MEANING: Strengths * The middle school is on an upward trajectory overall w/the exception of 7th grade girls feeling sad or hopeless Challenges * Elementary sites experienced a drop in all areas by 5% or more * The middle school grew positively in the area of physical and psychological safety by 9%. They maintained having positive and supportive relationships at 82% however we have room to grow in this area Areas of Focus 1. Overall social and learning climate 2. Physical and psychological safety 3. 7th grade girls feeling sad and hopeless Actions * We will continue to increase hours for mental health clinicians to help address the emotional needs of students. * Family liaisons and the Family and Community Engagement Manager will continue to assist with home connections. * Continuation of the elementary P.E., art, and music programs, as well as after school sports at Shoreline Middle School. * Consultant for the elevation of student voice will continue to assist with creating spaces to further develop this initiative 28JUN2023 2023 44697650100388 Tierra Pacifica Charter 6 "In response to the statement, ""My teachers are approachable and fair,"" only 3% of all students did not agree. In response to ""At school people know more about me than just my academics,"" 9% of 4-6th graders did not agree. To the statement, ""I feel safe at school,"" 19% of 4-6th graders did not agree, while 11% of 7-8th did not. About 13-14% of all students did not agree to the statement, ""At TP, differences are appreciated and valued."" It is useful to remember that in a very small sample size, a very small group of students represents a sizable percentage. That being said, the middle grades experienced some difficult social tensions at the start of the school year. As a school that has experienced virtually no attrition pre-pandemic, there was a big adjustment this fall to having many new students, especially in the middle and upper grades. Tierra Pacifica responded by increasing the SEL lessons and the teacher-student ratio during these lessons, providing more individual counseling for struggling students, and holding a parent meeting for information sharing and brainstorming to support student social and emotional growth. For next year, the largest change we've made is to include the 6th graders with the 7-8th graders to create a more developmentally aligned schedule for them. They will have multiple teachers throughout the day, which is a more typical middle school environment. In addition, staff and board members are brainstorming ways to ""onboard"" new families more effectively so the transition is smoother and they feel a part of the community more quickly." Met 23MAY2023 2023 44697730000000 Mountain Elementary 6 1. DATA: In our small single school district, we conduct an annual survey our 4th-6th grade students on their perception of school safety. The intermediate students consistently assess our school climate to feature high levels of student physical safety, emotional safety, and an absence of bullying. In three-year trend data, they indicate the key factors of Mountain School safety as trusting relationships with their teachers, small school climate that allows for strong bonds, and a sense of feeling known and valued by both staff and peers. 2. MEANING: With only one class per grade level (3 classes total), we are only able to disaggregate subgroup data by gender. Both girls and boys survey consistently with no statistically significant variances in their responses. We are pleased with the student assessment of safety on campus, and remain committed to ensuring all students experience the four cornerstones of school safety in their elementary careers at Mountain School: security, belonging, competence and empowerment. 3. USE: In 2022-23, we expanded school counseling services at Mountain School and will continue to prioritize social/emotional well-being in 2023-24 with a new SEL program. The extended hours are not in direct response to any changes in student school climate survey responses; those ratings continue at 85%-97% indicating high levels of safety in the classroom. We feel a strong need to address feelings of safety and comfort on the playground. We believe the dip in the responses to this survey question are in direct relation to the return from school after the pandemic school closures students decreased abilities to handle routine playground issues. More effort will be focused on problem-solving and character pillars such as respect and integrity as a direct result of these issues. A tiered counseling approach to supporting social and emotional well-being is in response to the often hidden but real and on-going impacts of the pandemic on our children We have documented positive outcomes in our smaller footprint of targeted counseling support in the past (see Goal 1.4) and look forward to extending student access to these services. Met 07JUN2023 2023 44697810000000 Pacific Elementary 6 The CHKS survey was deemed invalid because our school does not enroll enough students. We did receive 100% participation in the preschool parent climate survey. Feedback was universally very positive. We keep a database of disciplinary referrals. The vast majority of students are never sent to the office. Those that were sent were referred to the school counselor and/or other relevant social services. Met The school is small enough and open enough that anyone that has an issue to complain about may do so at any time. 20JUN2023 2023 44697990000000 Pajaro Valley Unified 6 "Each year, PVUSD administers the Youth Truth Survey to students. This survey is a comprehensive tool designed to gather feedback and insights from students, about their school experience. In looking at the student data on ""Engagement,"" ""School Safety,"" and ""Relationships,"" PVUSD had a dip in percent positives as compared to the previous year. For disaggregated data in elementary school, the biggest gap was with gender identity. Elementary students who identify as nonbinary rate notably lower than their peers who identify as boys and girls. Girls also rate notably higher than Boys in a sense of belonging and engagement. For disaggregated data in middle school, there were multiple gaps observed. English Language Learner students rated higher than their non-ELL peers in 4 out of 5 survey themes, boys rate higher than girls in 4 out of 5 themes and both boys and girls rate higher than non-binary students in all survey themes, students with an IEP rate slightly higher than their peers in general education classes in all survey themes and finally LGBTQ+ students have similar ratings to non-LGBTQ+ students in Engagement, Culture, and Relationships. For disaggregated data in high school, the only observed gap was students with an IEP rate higher than their peers in all survey themes. 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 increasing after school and during the day extra-curricular activities. We have added the social emotional platform, Sown to Grow, to aid in the student's reflection and learning of their own social emotional intelligence. Additionally, 100% of PVUSD schools have implemented Positive Behavior Interventions Supports (PBIS). To support the fluctuating needs of students, all schools have a social-emotional counselor assigned, we have increased the number of mental health clinicians in the district and PVUSD partners with Pajaro Valley Prevention and Student Assistance to provide additional counseling support. Lastly, PVUSD continues to examine our disciplinary practices in an effort to further reduce exclusionary disciplinary practices and have started to provide wrap around supports to students in lieu of suspensions as well as other restorative practices. PVUSD will focus on school culture and climate, especially at the middle school level. Additionally, we applied for and received a grant for Tier III interventions for student with chronic absenteeism and discipline. Lastly, PVUSD is building Wellness Spaces on school sites to support students with Tier 1, Tier II and Tier III Social Emotional and behavioral needs. The implementation of initiatives has decreased student suspensions and PBIS has decreased student office referrals." Met 28JUN2023 2023 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. 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 had caring adult relationships and high expectations from adults in school. However, 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. 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 wellbeing and mental health initiatives including weekly Kindness Wendesdays and Wellness activities. The position that we posted for a full-time socialemotional 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 selfharm 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. Questions: lcff@cde.ca.gov (mailto:lcff@cde.ca.gov) California Department of Education 1430 N Street Sacramento, CA 95814 SUBSTANCE USE Students reported very low substance use numbers for all age groups. Our installed smoke and vape sensors have allowed us to intervene in many cases that would have previously gone undetected. Met Ceiba has seen an uptick in physical altercations since the end of Distance Learning. While we have suspended, and occassinally expelled students for these offenses, we are exploring other means of correction that are non-exclusionary. Often the the individual disciplinary response depends on the specific incident and impact on the school culture. 13JUN2023 2023 44697994430229 Pacific Coast Charter 6 YouthTruth is a survey given annually in the fall to staff, students, and parents throughout the district. It allows responses to be separated out by school site. To give context, the tool was born out of a conversation between the Center for Effective Philanthropy and the Bill and Melinda Gates Foundation back in 2008. The Foundation was seeking to hear from more voices, and the ones most often missing were the students’ voices. YouthTruth was created as a simple and powerful way to get timely feedback from those we’re trying to serve, and really listen to that feedback to make changes for the better. A new feature was rolled out through YouthTruth that has allowed us to understand the impact of COVID on our families, students, and staff. Though there is no comparable data, for obvious reasons, the results received show that 56% of our students and 62% of families had substantial impact as a result of the pandemic. Notably, 100% of the PCCS staff, also a small sample size for data, demonstrated substantial COVID impacts. These impacts factor into staff, student, and community recovery from the physical, mental, and emotional conditions of the pandemic. As an educational team, our self-awareness and self-management will need to be transparent and supportive for each other since we serve as a primary source for student education and wellness. We must continue working on our own wellness and support in order to provide the best possible student response for student growth and success. As we move forward, it is of value to highlight that while some areas have dropped, PCCS has remained in the highest percentile ranking compared with other schools of the same level and demographics. Being a non-classroom based school makes factors such as student belonging and family involvement challenging, since students do not regularly attend classes on a consistent basis. PCCS will continue to try and find ways to create a more cohesive and unified school experience for all stakeholders. Met 15MAY2023 2023 44697994430245 Diamond Technology Institute 6 Key findings from Youth Truth Survey: STUDENT RESULTS 1. Engagement is in the 56th percentile. 2. Education Quality is in the the 70th percentile. 3. Culture is in the 50th percentile. 4. Belonging and peer collaboration is in the 63rd percentile. 5. Relationships are in the 71st percentile. 6. College and Career Readiness is in the 93rd percentile. 7. School Safety is in the 88th percentile. FAMILIES 1. Engagement is in the 95th percentile. 2. Culture is in the 88th percentile. 3. Communication & Feedback is in the 96th percentile. 4. Relationships are in the 91st percentile. 5. Resources is in the 98th percentile. 6. School Safety is in the 89th percentile. STAFF 1. Engagement is in the 88st percentile. 2. Culture is in the 96th percentile. 3. Professional Development & Support is in the 86th percentile. 4. Relationships are in the 90th percentile. 5. Culture is in the 96th percentile. Areas for growth: Engagement: Students feeling like they do their best in school Academic Challenge: Continued PD for new teachers. Culture: Students treating adults at school with respect Belonging & Peer Collaboration: Students feeling a sense of being themselves around others. Relationships: Teachers who really care about the learning and not just if you pass. College & Career Readiness: Developing skills and knowledge for college level classes. 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 02JUN2023 2023 44697996049720 Linscott Charter 6 At each of the feedback sessions, as well as mentioned many times in the stakeholder surveys is the need for after-school tutoring and additional support with reading. In addition to this feedback, our community stated the following: • Our students asked us to prioritize age-appropriate play equipment and revisit our lunch area • Our students asked us to focus on ensuring that we have a clean campus free of litter with cleaner restroom facilities • Our staff would like a commitment to consistent expectations across the campus • Our families and students would like more after school club opportunities Summary of Feedback: Families - 95.8% of families agree or strongly agree that Linscott Charter School meets their child's academic needs. 92.5% of families agree or strongly agree that their student feels socially and emotionally supported at Linscott. 98.9% of families agree or strongly agree that the Linscott teachers and staff care about the well-being of their child and family. Staff - 91.6% of staff surveyed agree or strongly agree that Linscott Charter School meets our students' academic needs. 83.4% of staff surveyed agree or strongly agree that they feel supported and valued by the Linscott Board. 91.7% of staff surveyed agree or strongly agree that they feel supported and valued by Linscott families. 75% of staff surveyed agree or strongly agree that they have the materials necessary to meet the requirements of their job. Students - 84.2% of 3rd-8th grade students state that they know that their teacher cares about them. 80.4% of 3rd-8th grade students state that they have a connection to their classmates and teacher. 74.3% of 3rd-8th grade students state that they feel always safe at Linscott. Based on the above data, the following areas have been added to Linscott's 2023 LCAP. Goal 1: Action 2 - Provide Literacy Aide Goal 1: Action 3 - Provide peer mediation Goal 1: Action 4 - Provide a high-quality after school program to enrich the Linscott student experience including tutoring Goal 2: Family Engagement was created entirely to meet the need identified by stakeholder input. For 23-24, Action 4 came from family and staff feedback. Goal 3: Action 2 - Provide resources and infrastructure to develop and maintain stability to allow adequate preparation, collaboration, and planning time for our teaching staff. Goal 4: Transparent and collaborative governance was created entirely to meet the need identified by our stakeholders. Met 20JUN2023 2023 44697996049829 Alianza Charter 6 Alianza Charter School participates in the Youth Truth Survey annually. Students in 6th-8th grade participated in the survey. Participant rate was 80% of students responded to the survey. Students showed higher responses in the following areas (a) culture, (b) academic engagement, (c)belonging and peer collaboration. Area where students showed lower responses: Relationships which measure describes the degree to which students feel they receive support and personal attention from their teachers. The responses indicate that students feel safe, academically challenged, and connected to their peers. Alianza strives to create an inclusive environment where students feel connected and safe and parents and families feel welcome. Processes are in place to build his environment will continue through training for staff in inclusion and culturally responsive teaching and learning. LCAP goals include support for education and guidance for social and emotional needs of students. Met Alianza offers a unique educational program to its student which emphasizes core academics in both English and Spanish. Our Dual Language Immersion Program offers the California State Standers in both English and Spanish for our students begin in kinder with a 90/10 model. Last year, Alianza began to implement PlayWorks. A recess program who's mission is to improve the health and well-being of all children by increasing opportunities for physical activity and safe, meaningful play. We believe safe and healthy play is an effective way to build a more fair and equitable future for all kids. In addition, we on our 3rd year of implementation of PBIS. This year we received the silver medal recognition for our work in implanting the program. Alianza strives to create a safe and engaging environment for all our students and families. We hope through the se of these to programs we improve our school climate. 24MAY2023 2023 44697996119077 Watsonville Charter School of the Arts 6 At each of the feedback sessions, as well as mentioned many times in the stakeholder surveys is the need for after- school tutoring and additional support with reading. In addition to this feedback, our community stated the following: • Our students asked us to create calmer classrooms with increased rigor. • Our students asked us to focus on ensuring that we have a clean campus free of litter with cleaner restroom facilities * Our staff would like a commitment to consistent expectations across the campus. * Our staff would like more professional development in arts integration, ELD strategies, and the MTSS process. • Our families and students would like more after school club opportunities, cleaner facilities, and opportunities to learn Spanish. Summary of Feedback (in the areas of engagement, relationships, and culture). Student Survey: Engagement - 74%, Relationships - 83%, Culture - 82% Family Survey: Engagement - 96%, Relationships -90% , Culture - 89% Staff Survey: Engagement - 91%, Relationships -90% , Culture - 60% As you can see, our staff scored school culture the lowest this particular year. This will be a school priority for the 2023/2024 school year. We will do this by setting clear expectations, lightening the load of adjunct duties, providing coaching and support for classroom behaviors, and celebrating each other on a regular basis. Met 01JUN2023 2023 44698070000000 San Lorenzo Valley Unified 6 The district utilized the district-created LCAP Survey and the California Healthy Kids Survey to determine 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 California Healthy Kids Survey revealed that 62% of 11th graders believed that most of the time or all the time, they felt like there were caring adults at school. Additionally, 58% of the 11th graders stated that they felt like school was a safe place and 48% said they were connected to school. Similarly, 54% of 9th grade students indicated they felt there were caring adults at school, while 60% responded they felt safe at school. Elementary students reported more positively on school climate. Specifically, 76% of the 5th grade reported that they felt safe at school while 77% reported caring relationships with adults. Middle school students responded they felt safe at school as follows: 6th grade - 72%, 7th grade- 53%, and 8 grade - 63%. Finally, 57% of middle school students reported caring relationships with adults at school. The district's LCAP Goal 2: “All students and families will be connected to their schools, and students will learn & utilize social emotional competencies - self awareness, self management, social awareness, relationship skills and responsible decision making - for success” is specifically designed to address school climate. Actions associated with this goal include professional development for staff on restorative practices, Ending the Silence with the National Alliance on Mental Illness, violence prevention, and best practices for working with LGBTQ+ students and families with the Diversity Center. Additional actions include the purchase of materials and instructional services. These include Positive Behavior Interventions and Support materials, Second Step curriculum, Web and Link materials, and School-Wide Information System. Met 14JUN2023 2023 44698070110007 Ocean Grove Charter 6 In the Spring of 2023, 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 at Ocean Grove, 36.5% 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. This understandably continues to be a low point as Covid restrictions have begun to ease this year, but some activities are still not fully available yet. Met 13JUN2023 2023 44698074430179 SLVUSD Charter 6 "The California Healthy Kids Survey was administered to our 46 7th graders and 25 9th graders in December 2022, and our School Climate Report Card was presented on 2/2/23. DATA: Overall, our middle school student response scores showed increases as compared with our 2019 CHKS in the categories of School Connectedness, two or fewer Absences per month, Meaningful Participation, and Perceived School Safety; No substance use at school, and Facilities Upkeep. In all these categories SLVUSD Charter scored above the 2019-21 State average, except for Two or Fewer Absences in a Month. In the categories of Academic Motivation, High Expectations, Low Violence, No Mean Rumors, No Fear of Getting Beaten up, and Promotion of Parent Involvement, our middle schoolers scored lower than in 2019 (although we still surpassed the 2019-21 State average for one category that was compared, Promotion of Parent Involvement.) We scored exactly the same in the category of Caring Adult Relationships, also above the 2019-21 State Average MEANING: In looking at the disaggregated results, our middle schoolers are reporting a significant and positive increase in ""Trying hard on school work"" (+!2); however, this is offset by a significant increase (+28) of students ""Experiencing chronic sadness/hopelessness"" which reveals an area of growth and opportunity for our site. Another area of growth is evident in the significant differences in the positive reports of 7th versus 9th graders in the categories of School Connectedness (79% vs 66%), Caring Adult Relationships (76% vs 62%), and Meaningful participation (47% vs 29%). Happily, it is clear that in all the School Safety/Cyberbullying indicators, the high school students are experiencing a much lower rate of incidents such as Harassment or bullying (37% vs 20%), Having mean rumors or lies spread about you (48% vs 7%) or Cyberbullying (27% vs 13%). USE: In 2023-34 SLVUSD will be hiring a 0.6FTE Mental Health Therapist (MFT) who will be able to serve students 1:1 and in groups as well as support teachers with social-emotional curriculum. A barrier could end up being recruitment, as MHTs in our area can earn more in private practice than they can earn on the bargaining unit's salary scale. If our position is not filled, we will consider recruiting instead for a school counselor (PPS credential). In our high school, to improve our students' experience, we will be increasing our focus on community-building in the form of field trips and outings, spirit days, group cooking projects from the food garden, and integrating the high schoolers with the elementary students for items like tutoring, classroom support or lunchtime support. Even though our students report an improvement in overall school safety and bullying between middle and high school, and the reporting rates are relatively low, this remains an area of focus, with ongoing Positive Behavior supports & social emotional curriculum embedded in all programs." Met 14JUN2023 2023 44698150000000 Santa Cruz City Elementary 6 "Santa Cruz City Schools administers a Student LCAP Survey and a Social Emotional HealthSurvey to students in grades 4 - 12. DATA: On the elementary student LCAP survey, students overwhelming agreed to the following: -""When academics are challenging, I feel my school supports me well to do better and improve"" -""When I have problems or challenges, I feel that there are adults at the school to help and support me"" -""I feel that teachers and administrators care about all students"" -""I feel connected and engaged with school” Key learnings from this data assert that our elementary school sites are caring and supportive places for students. Additionally, students feel that adults care about them and are there to help them, even with personal challenges. Additionally, students feel connected with their school, which then supports their learning and social emotional health. Additionally, on the Social Emotional Health Survey, a majority of students felt that “good things will happen to them at school."" An area of growth was identified on the LCAP survey, where Self-identified English Learners did report that they felt they did not get enough support to learn and improve their English. MEANING: Santa Cruz City Schools has been working diligently to implement the MTSS Framework for all students which includes strong, tiered support for students both academically and emotionally. Our focus on intervention and supports in both of these areas through the additional of embedded and after school interventions, as well as a Social Emotional curriculum (Second Step), as well as our trained PBIS coaches, RtI Coordinators and academic paraeducators show that we are making a positive impact on students. Challenges face include the hiring and maintenance of Classified staff for paraeducator positions. Additionally, it is clear that English Learner students feel they are not getting enough support, and this needs to be investigated and acted upon. USE: Santa Cruz City schools is seeing positive results at the elementary level. We have seen an increase in positive responses to questions on both surveys. As a result, we will continue to implement actions in this area with fidelity. Additionally, even with the sunsetting of COVID resource money, we will continue to prioritize the maintenance of PBIS Coaches as well as the Second Step program. One area that we will work to expand is student and parent education in the area of social emotional health through our partnership with Monarch Services and the implementation of a guaranteed, viable and updated sexual education program for the upper elementary grades. Though English Learners have expressed they need more support, we are seeing improvement at sites where there is a formal focus on English Learner professional development for teachers. We will continue this focus with the implementation of the updated and adopted English Learner Action Plan." Met 14JUN2023 2023 44698230000000 Santa Cruz City High 6 "Santa Cruz City Schools administers a Student LCAP Survey and a Social Emotional HealthSurvey to students in grades 4 - 12. DATA: Secondary students reported the following on the Student LCAP Survey: ""I feel that the school recognizes and values student accomplishments"": 57% ""When I have problems or challenges, I feel there are adults at the school to help and support me"": 61% ""I feel that teachers and administrators care about all students"": 59% ""I feel connected and engaged at school"": 61% Additionally, on the Social Emotional Health Survey, students reported the following: ""I am satisfied / very satisfied with my school experience"": 47% ""I usually expect to have a good day"": 48% ""I feel I belong to a community"": 48% Also on the Social Emotional Health Survey, students were asked to respond with how often they felt the following emotions/states of being ""in the past month"". The percentages below are based on “almost every day” and “every day” combined: During the past month, how often did you feel happy?: 64%; interested in life?: 59%; satisfied with life?: 51% MEANING: Though there is an increase in positive responses over the last three years, secondary student well-being and engagement data is lower than elementary data, and families, students and staff have expressed that students need more social emotional support. Challenges at the secondary level understandably reflect the tumultuousness of adolescence, and these survey results show that a concerted effort around student well-being is an important facet of our MTSS framework. Additionally, trauma, homelessness and substance use are impacting our secondary students at a higher rate, creating more needs and challenges. Also, COVID resource money will be sunsetting at the end of the 23-24 school year though student need remain high. Planned and expanded services to support students’ mental health are detailed in the next section. USE: Santa Cruz City Schools have identified the following in order to provide a robust social emotional health program for secondary students: -Maintenance of full-time Social Emotional Counselors, Social Workers/Interns. -Implementation of PBIS at the high school level in 23-24. -Exploration and pilot of a social emotional curriculum at the high school level. -Expanded student education in the areas of suicide prevention, consent, and substance use. -Parent education on health related issues including vaping, drug use, suicide prevention, cybersafety, and family communication at home. -Refinement of PBIS, Trauma Informed Instruction and Restorative Justice systems. -Work with community agencies through the County Schools Integrated Behavioral Health Initiative. -Continue to explore funding for Secondary Wellness Centers and provide secondary food pantries supported by community agencies. -Implement the Thriving Youth Community Grant to address student substance use at our secondary sites." Met 14JUN2023 2023 44698234430187 Delta Charter 6 In Delta's 22-23 LCAP survey, 65% of students said that they did not feel successful in their previous school, however, 88% of students reported that they are experiencing success at Delta. Similarly, 93% of students said that students did not feel safe in their previous school and 94% of students say that they feel a sense of safety at Delta. 82% of students feel that the Delta staff takes bullying seriously. 93% of our students feel that the curriculum is inclusive of all races, ethnicities, religions, abilities, income levels, gender identities, and sexual orientations and 68% of students state that they have one or more staff members they feel they can talk to about academic or personal issues. 73% of students feel that there is a strong sense of community at Delta. The most concerning data is that 41% of our students reported that they do not access social-emotional counseling at Delta. We understand that we are creating a safe and supportive environment for our students who did not thrive in traditional schools. With respect to the 41% of students not participating in social-emotional counseling, we wondered if the inconsistent hours, the stigma around counseling, or lack of awareness of these services accounts for this high percentage. To learn more and to respond to this issue, we have increased our social-emotional supports by hiring a full-time student support specialist and increased communication with students and families regarding the availability of those supports. We are curious to see if the data reveals an increase in students accessing our social-emotional supports. Met 12JUN2023 2023 44698490000000 Soquel Union Elementary 6 SUESD's local administration and analysis of climate surveys captured valid measures of student perceptions of school safety and connectedness. ___________________________________________________ Local Climate Survey (Students 3rd-8th Grades) 85% of all Students Feel Supported at School 98.5% of all Students Feel They Have the Materials They Need to Be Successful in School 64% of Students Feel Mostly Tired at School 59% of Students Feel Mostly Happy at School ___________________________________________________ Elementary California Healthy Kids Survey Data by Area and % School Engagement and Supports School connectedness 64 Academic motivation 83 Caring Adults in School 78 High expectations-adults in school 88 Meaningful participation 49 Interest in schoolwork done at school 53 Facilities upkeep 88 Parent Involvement in Schooling 78 Social and emotional learning supports 79 Anti-bullying climate 71 School Safety Feel safe at school 57 Feel safe on the way to and from school 79 Been hit or pushed 21 Mean rumors spread about you 36 Called bad names or target of mean jokes 36 Saw a weapon at school 0 School Disciplinary Environment Rule clarity 93 Students well-behaved 71 Students are treated fairly when break rules 64 Students treated with respect 86 School Engagement and Supports School connectedness 65 Academic motivation 76/ 60 Monthly Absences (3 or more) 6 Maintaining focus on schoolwork 40/ 31 Caring Adult relationships 71/ 63 High expectations-adults in school 78/ 76 Meaningful participation 30 Facilities upkeep 75 ____________________________________________________ Middle School California Healthy Kids Survey Data by Area and % School Engagement and Supports School connectedness 65 Academic motivation 76/ 60 Monthly Absences (3 or more) 6 Maintaining focus on schoolwork 40/ 31 Caring Adult relationships 71/ 63 High expectations-adults in school 78/ 76 Meaningful participation 30 Facilities upkeep 75 Promotion of parent involvement in school 67/ 50 School Safety School perceived as very safe or safe 69 Experienced any harassment or bullying 14 Had mean rumors or lies spread about you 14 Been afraid of being beaten up 7 Been in a physical fight 0 Seen a weapon on campus 7 Making meaning of data of all types has been an ongoing learning process for our district. Most recently embarking on root cause analysis development and practice has been a good place to start this work. What we have found is that we truly need more information, which we have also begun development around, including Equity Walks, and shadowing, and will grow to include interviews in the year ahead. We need to find out the WHY. Why do kids feel connected, and why don't they? What does a caring relationship look and feel like? What is meaningful participation in school described like to a student? These are avenues we plan to go down in terms of seeking useful data. The use of this data is moderate. It has helped us to determine areas of relative strength and growth. Met 28JUN2023 2023 44754320000000 Scotts Valley Unified 6 SVUSD addresses school climate and social-emotional needs through counseling support, PBIS, school-wide activities, continual communication with parents, and a standards-aligned curriculum for all. Data that is evaluated in order to assess our school climate includes: California Healthy Kids Survey (CHKS) Student Behavior Referral Data Attendance Data In looking at the California Healthy Kids Survey, data shows strong connectedness among our elementary students with an average of 75% of students feeling valued and connected to the school. Students at all four schools feel safe both physically and emotionally when polled. When reviewing areas for growth, students' reports of depression and anxiety at the high school level increased, and feelings of choice in learning decreased. While suspensions have decreased overall, significant subgroups including Students with Disabilities and Hispanic students increased. In order to address increased classroom behaviors, as well as the increase in referrals, focus on SEL curriculum and Counseling has been provided. SVUSD has increased the counseling staff over the last several years because of a need for our unduplicated student population. These counselors reach out to our students in need and also do proactive work to ensure that mental health needs are met. Check-in/check-out programs are offered at the elementary schools and middle school. District-wide teachers are integrating Social Emotional Lessons at all grade-levels for students. Met 13JUN2023 2023 44754320139410 California Connections Academy Monterey Bay 6 1. DATA: How much do you like your Connections Academy school? I like it a lot / I like it a little = 96% How much do you like your Connections Academy Teachers? I like it a lot / I like it a little = 98% Will you be attending Connections Academy again next year? I will definitely attend next year / I might attend next year = 87% Would you recommend Connections Academy to other kids? I would recommend it to anyone / I would recommend it to other kids who I think would like it = 96% 2. MEANING: We are very pleased with the overall satisfaction rate of our students. Their appreciation of both the school and their teachers is encouraging. We will continue to refine practices to help these rates increase. 3. USE: We are very much interested in increasing the percentage of students that remain with us year after year. Slowing mobility will have a positive effect on all student success outcomes. We continue to examine and refine practices to increase retention. One such action is our continued efforts in school wide social emotional support training that began in the 2021-2022 school year. Met 21JUN2023 2023 44772480000000 SBE - Watsonville Prep 6 Watsonville Prep administers the Panorama SEL survey to determine student’s perceptions of school safety and connectedness to an adult, in addition to monitoring the skills of self-efficacy and self-regulation. Key learnings from the survey 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. Disaggregated by gender, grade level, race, and EL status, there was little difference in the percentages. A gap 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.) An area of strength was in the high percentage of students who reported they had a positive connection to an adult. Areas identified for growth are 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 the leadership, it seeks to have 100% of students reporting that they feel safe at school. A second 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 increase the numbers of students who report feeling safe at school, 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 done an action that the student considers harmful or inappropriate to them. This data will provide leadership, teachers, and counselors information so they can investigate reports of unsafe situations quickly. The school will also use the weekly survey data to identify students who may need 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. These daily meetings, in addition to teaching students strategies to increase their feelings of safety at school, will also promote student connections to adults. To address the gap reported by the students who receive reduced price lunches, the school will do a deeper analysis into what factors may have led to these results. Teachers will receive additional student information related to their classrooms' cultural demographics, including socioeconomic data. The data will help them understand the backgrounds of their students better and allow them to address some of the gaps that may exist in students feeling connected to an adult. Teachers will also be coached in strategies aligned with culturally responsive teaching. Met 20JUN2023 2023 44772480138909 Watsonville Prep 6 Watsonville Prep administers the Panorama SEL survey to determine student’s perceptions of school safety and connectedness to an adult, in addition to monitoring the skills of self-efficacy and self-regulation. Key learnings from the survey 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. Disaggregated by gender, grade level, race, and EL status, there was little difference in the percentages. A gap 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.) An area of strength was in the high percentage of students who reported they had a positive connection to an adult. Areas identified for growth are 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 the leadership, it seeks to have 100% of students reporting that they feel safe at school. A second 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 increase the numbers of students who report feeling safe at school, 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 done an action that the student considers harmful or inappropriate to them. This data will provide leadership, teachers, and counselors information so they can investigate reports of unsafe situations quickly. The school will also use the weekly survey data to identify students who may need 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. These daily meetings, in addition to teaching students strategies to increase their feelings of safety at school, will also promote student connections to adults. To address the gap reported by the students who receive reduced price lunches, the school will do a deeper analysis into what factors may have led to these results. Teachers will receive additional student information related to their classrooms' cultural demographics, including socioeconomic data. The data will help them understand the backgrounds of their students better and allow them to address some of the gaps that may exist in students feeling connected to an adult. Teachers will also be coached in strategies aligned with culturally responsive teaching. Met 20JUN2023 2023 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. SCOE participates in the CA Healthy Kids Survey annually. Students in grades 5,7,9,10,11, and 12 participate in the survey. Students showed higher responses in the following areas: (a) school perceived as very sate, (b) high expectations-adults in school, (c) caring adult relationships, and (d) academic motivation. The responses indicate that students feel safe, connected to staff, and motivated. SCOE 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. LCAP goals include support for education and guidance for social and emotional needs of students. 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. Each site has a designated Community Connector position to provide advocacy for families and refer to community resources. Not Met 12JUL2023 2023 45104540111674 Chrysalis Charter 6 During the 2022-23 school year we again used 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. The loss of our school counselor midway through the school year was a hit, although the staff worked hard to ensure students had a safe environment where all views were respected. We are working to ensure that we have a school counselor on site for a .8 position, and will continue to work on ensuring a positive campus culture. Met 14JUN2023 2023 45104540129957 Northern Summit Academy Shasta 6 NSA sought local climate information via a survey offered to all families, all students, all staff, and all board members. Overall, survey responses were similar in expressing: 1. NSA provides a safe, clean learning environment. 2. Communication with teachers, administration, and classified staff was good. 3. Participants felt the educational needs of the students were being met. Suggestions for program improvement and additions included: 1. Art 2. Cosmetology 3. Home Ec, specifically cooking/Culinary Arts and sewing. 4. Field Trips. Met 15JUN2023 2023 45104540132944 Redding STEM Academy 6 Redding STEM Academy administers yearly parent surveys and student surveys. Key learnings from the parent survey had some mixed results, but overall, the results were mostly positive. At least 80 percent of parents who responded feel like the school is going in a good direction. This includes questions from overall satisfaction with the school, academic program, school safety, ratification with administration, satisfaction with teachers, and an overall satisfaction with the facility. It is our goal to maintain these positive results. The two areas for improvement are student discipline and a desire for more extra curricular activities. Student behaviors in a post-COVID setting were challenging this year. The new administrative team worked to ensure student safety and support for all students' learning. The behaviors did improve over the year, but parents would like more communication regarding discipline policies. We will be seeking to improve this area in the future. Additionally, parents would like more art, music and STEM opportunities for their children. The Extended Learning Opportunity Program established by the school includes a system of after school clubs that should help fill this need. Key learnings from the student surveys also indicate some mixed results. Students like their teachers, like the school, and feel challenged. One area of struggle is with peer relationships. 32 percent of students indicated that students are disrespectful to each other. The same percentage feel like they were bullied this year. The school adopted a social-emotional program at the end of the year last year that coupled with the reimplemented PBIS strategies in the hopes of improving student relationships and school climate. Met 28JUN2023 2023 45698560000000 Anderson Union High 6 Not Met For Two or More Years 2023 45698564530333 Anderson New Technology High 6 93% of respondents feel they contribute positively to the school and are proud of how their school contributes to the community. 83% of respondents feel they can express their true identity around the teachers in their school. 77% of respondents feel the teachers and students make the agreements and expectations together and that they make sense. 92% of respondents feel that collaboration time with other students makes their classes better. 83% of the respondents feel students in groups share responsibility for the work. 87% feel they receive helpful feedback from their teachers. 96% of respondents state that their classes regularly involve learning activities such as debates, research projects, collaborative projects, and labs. Over 72% of the respondents felt that students at the school respect each other, and 85% of respondents stated that most students at their school get along. 89% of respondents feel that teachers listen to what they have to say. 87% of respondents stated that their teachers expected greatness from them. 96% of respondents share that they understand their learning targets or objectives. 94% of respondents feel they can be successful in college, career, or post-graduation life. Met Families appreciate that we place a high priority on preparing their students for a successful future. They endorse our student learning outcomes that focus on teaching students the soft skills that leaders in the private and public sectors are looking for problem-solving, effective communication, self-direction, adaptability, and work ethic. To enhance these soft skills, parents support the requirements to complete ROP/college classes, and internships, and participate in community service. 20JUN2023 2023 45698720000000 Bella Vista Elementary 6 1. 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. 2. Overall, students enjoy coming to school and students feel supported by all staff. Students felt safe to take academic risks and have a growth mindset. Challenges: We will need to continue our focus on closing the gender achievement gap; especially in middle school. Middle school staff will also focus on relationship building with students using the Capturing Kids Hearts framework and strategies. Student Barriers: Poverty and limited family education are our biggest barriers. We provide lots of supports and resources for our most at-risk students. Chronic absenteeism continues to be challenge for our at-risk populations including Students with Disabilities. 3. We have added the following actions/services to the LCAP: Professional development in curriculum and social emotional learning. We analyze data on a consistent basis to identify areas of need. Our focus is always on quality instruction and meeting the needs of each of our students. Met 13JUN2023 2023 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 safe at school but believe that there should be better classroom management and Positive Interventions and Supports inside and outside the classroom. Students don't feel respected by their peers and find learning not to be very engaging. Students like the after school and extra curricular activities and agree that their parents want them to do well in school. They feel supported more by their parents than the overall school staff. Parents believe that they are kept well informed about their child's behavior and progress but would like more communication on school events. Of the parents surveyed, 91% agree their child's teacher is positive and friendly. 64% parents agree their child enjoys school and looks forward to learning, and 82% agree they are pleased with the experience that Black Butte schools provide my child(ren). The parents on School Site Council expressed their concerns over the CAASPP data and believed actions needed to take place in the school plan to increase student achievement. 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 rigor of our academic offerings. A focus on attendance needs to continue as students are unable to grow without being at school. We will provide professional development in Capturing Kids Hearts, Fred Jones Classroom Management and literacy. 3. We have a full-time behavior technician and a PE teacher and will hire a full-time counselor/psychologist, a half time music teacher, two community school social workers/community liaison and an interventionist at the middle school next year. Our Student Success Team meets weekly to monitor and target interventions for academics, physical health, mental health, behavior and speech to the LCAP to improve support to students in order to improve academic performance. Met 19JUN2023 2023 45699140000000 Cascade Union Elementary 6 "1. 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. 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 have a growth mindset. A majority of the staff surveyed believed that administrators communicated well with the staff. They also stated the administrators provide support for staff and students and appreciate their ability to create a positive school culture. Many commenters suggest that the administrator should increase communication with staff, be more present in classrooms, and provide more support for teacher professional development and student discipline. The parent survey responses suggest that the school has a supportive staff and community, caring teachers, a variety of extracurricular options, and a focus on education. Parents at Anderson Heights have shared their thoughts about the best thing regarding their child's school. A common thread throughout the responses is appreciation towards the staff, including the teachers and principal. Parents appreciate the positive learning environment, which is focused on student safety, academic involvement, and well-being. A significant number of parents also value the active participation and communication they have with the school staff. Other noteworthy factors include the sense of community, the availability of after-school programs and activities, and the personal attention given to each child's needs. In the parents surveyed of Anderson Heights parents, 89 respondents were asked what they would change at their child's school. The most common response was ""nothing,"" followed by ""unsure"" or ""N/A."" Parents love the Meadow Lane School and appreciate the staff. They believe that staff have created and maintained a calm and safe and loving learning environment. They especially like the changes like adventure camp and the new cafeteria. Challenges: We will need to continue our focus on closing the achievement gap, reducing chronic absenteeism, and providing a sense of hope to our students but especially our students of poverty. The staff survey presents diverse comments, with some positive feedback and concerns. Many staff members express love for their job and students." Met 14JUN2023 2023 45699140135624 Tree of Life International Charter 6 "School Climate Survey 2022: 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 12JUN2023 2023 45699220000000 Castle Rock Union Elementary 6 CRUESD conducted a School Climate Survey of our 6th-8th grade student. The following are the results of the survey: 1. 89% of our student surveyed indicated that they liked school and 11% indicated that they did not like school. 2. 89% of students surveyed indicated that they feel successful at school and 11% indicated that they did not. 3. 89% of students surveyed feel that the school has high standards for achievement, 11% Preferred not to Answer 4. 100% of students surveyed felt that the school has clear rules for behavior. 5. 78% of student felt that teachers and staff treat them with respect, 1% Disagreed, and 1 Preferred Not to Answer 6. 88% of students felt that the behaviors in class allowed the teacher to teach, 12% Somewhat Disagreed 7. 78% of students felt that students are frequently recognized for good behavior, 22% Somewhat Disagreed 8. 78% of students stated school is a place at which they feel safe, 11% Somewhat Disagree, and 11% Preferred Not to Answer 9. 78% of students stated that they know an adult at school that they can talk with if they need help, 11% Somewhat Disagreed, and 11% Preferred Not to Answer. Questions 5, 7, and 9 relating to staff and student relationships are areas that appear to be of need when looking at the survey results. These are areas that are being addressed in Goals 2 and 5 of the LCAP. Several Actions to LCAP Goals 2 and 5 will have a positive impact for our students. These include the addition of SEL Curriculum/Program, Capturing Kids Hearts, and PBIS. Several other actions will also have a positive impact. The district will also review the School Safety Plan and school safety procedures to determine areas of need for improvement. The district will have the 6-8 grade students take this survey 2 times next school year to see if the survey results improve. If they do not the district will meet with student groups in order to have them provide more specific input. Met 14JUN2023 2023 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. 97% of parents feel our schools provide a positive learning environment for students.99% of parents surveyed indicate that they are satisfied with timeliness of grade reporting. 98% of parents surveyed indicated they were satisfied with the website, auto dialer and messages home. 95% of parents surveyed and 100% of teachers surveyed indicated that they actively participate with effective two-way home to school communication. 99% of parents surveyed indicated that phone calls, emails are answered within 36 hours. 97% of students surveyed indicated that they feel comfortable with one or more adults on staff. Parents asked to continue with parent engagement events and volunteering. Staff indicated that they learned some new writing techniques from the writing professional development this year. 2. MEANING 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 safe at school. Students like the after school and extra curricular activities and agree that their parents want them to do well in school. Of the parents surveyed, the comments were overwhelmingly positive, with parents expressing appreciation for the school's friendly staff, welcoming atmosphere, and great communication. Parents expressed their appreciation for the P.E. program, math night, and other school activities. Overall, the comments express a sense of appreciation for the school and its staff, with parents feeling their children are safe and the staff is supportive. Using our local survey data, we learned that the staff, students and parents believe we need to improve the following: Parents suggested that we provide more STEM-related activities, more interventions in math and spelling for students who are behind, and more notice for student project due dates. Some concerns were raised about the new grading system K-4 and the need for better communication regarding weather-related or emergency closures. Parents also expressed a desire for more information about educational support programs and activities like Red Ribbon Week. Staff identified the need to continue providing professional development in Capturing Kids Hearts and Social Emotional Learning (SEL). Students don't feel respected by their peers and find learning not to be very engaging. Students believe that there should be better classroom management and Positive Interventions and Supports inside and outside the classroom. They feel supported more by their parents than the overall school staff. 3. USE We included more social emotional learning for professional development as the staff indicated this as a need. Staff and administration agreed to using Met 22JUN2023 2023 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. Met 06JUN2023 2023 45699480139543 Shasta View Academy 6 1. DATA: SVA developed surveys for parents, parents of special education students, and staff. Surveys completed in the spring of 2023 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: 126 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 23-24 school year, parents would like a wide array of field trips and school events, robotics courses, continued funding for vendor enrichment courses, and transportation to some school trips. Students: 60 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 23-24 school year they would like more field trips, more high school activities, robotics classes, and more enrichment courses. Staff: 36 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. 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 23-24 school year. The school’s goals remained the same and the following actions we added: Increase math support with the addition of another .5 Math Specialist. Increase science support with the addition of a part time Science Specialist. Increase special education support with the addition of 1 full time SPED Teacher. The addition of robotics and science classes for all grade levels. Increase opportunities for parents to meet and develop relationships. Met 15JUN2023 2023 45699480141580 Phoenix Charter Academy College View 6 No survey was administered in the past year due to the fact that it was PCACV's first year of operation, however we began the school year proactively by training all staff and implementing Capturing Kids Hearts. PCACV also has consistent school wide expectations and Multi-tiered System of Supports (MTSS). PCACV Staff and Advisory are revising the School Wide Student/Family Survey for dissemination mid year. Met 12JUN2023 2023 45699550000000 Cottonwood Union Elementary 6 Using our local survey data, we learned that the staff, students and parents believe we have the following strengths: Parents were pleased with the overall school experience. Students agreed that they felt safe and were happy with their overall education. Students overwhelming stated that they like school because of their friends, teachers, and sports. Parents indicated that they are pleased with the education that their children are receiving. They appreciate that the school challenges their students, set high expectations, have athletics, and is able to meet the needs of students living with disabilities. Parents state that the staff appear to go out of their way to connect with students and their families. They always feel welcomed into the school office and believe they are always addressed in a professional and courteous manner. The interactions they've observed between adults and students have always been positive. The staff appear to be patient, approachable, and connected. They want to thank and show their appreciation for the entire staff for dedicated efforts to support each student. Parents indicated that there's always room for improvement and said that if they had a concern, they would feel completely comfortable approaching teachers, administrators, or staff. This staff has earned the respect of adults and students alike. They believe the staff is always friendly and welcoming to every parent! Many parents 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 indicated that the writing program is good. They had concerns about losing intervention teachers as a budget cut. They believe that counselors and vice principals are critical for managing student behavior. Students indicated they like reading, math, art, lunch, friends, recess, their teachers, great field trips, and rewards. Using survey data, educational partners would like the following to improve: quality of lunches and the format of Aeries emails. They would like opportunities for summer school care, increased assistance with education for those who are struggling, consistent punishments for boys and girls and more advanced electives. Communicate via text ahead of time, not the day of the event. Additionally, parents would like to see math Met interventions. We have not added many actions to the LCAP. Instead, we will refine our school systems and programs based on the staff, student, and parent feedback results. 27JUN2023 2023 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 NA 22JUN2023 2023 45699710000000 Enterprise Elementary 6 "Overall, students' responses are positive in terms of school safety and connectedness. 73% of students answered ""yes"" or ""most of the time"" to the question, ""I like my school."" 96% of students answered ""yes"" or ""mostly"" to the question, ""My school helps me know what to do in an emergency."" The results indicate strengths in feeling safe 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. 64% of students said they get to do fun and interesting activities at school and another 33% said they ""sometimes"" do as well. Some of the barriers this year may be related to rebounding from the pandemic, knowing they can come to school regularly, but there was an increase in student responses about feeling connected to school and activities due to the release of health guidelines. For purposes of improvements, the district is investing in staff development for goal-setting with Franklin Covey’s “7 Habits of Highly Effective People” and the ""Leader In Me."" We are also training new teachers in Capturing Kids' Hearts and using Second Step for social/emotional learning. The district will maintain previous offerings of students' sports and activities to increase engagement." Met 24MAY2023 2023 45699710135848 Redding Collegiate Academy 6 "Overall, RCA students' and other EESD students responses are positive in terms of school safety and connectedness. 73% of students answered ""yes"" or ""most of the time"" to the question, ""I like my school."" 96% of students answered ""yes"" or ""mostly"" to the question, ""My school helps me know what to do in an emergency."" 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. 64% of students said they get to do fun and interesting activities at school and another 33% said they ""sometimes"" do as well. Some of the barriers this year may be related to rebounding from the pandemic, knowing they can come to school regularly, but there was an increase in student responses about feeling connected to school and activities due to the release of health guidelines. For purposes of improvements, the district is investing in staff development for goal-setting with Franklin Covey’s “7 Habits of Highly Effective People” and the ""Leader In Me."" We are also training new teachers in Capturing Kids' Hearts and using Second Step for social/emotional learning. RCA will maintain previous offerings of students' sports and activities to increase engagement." Met 24MAY2023 2023 45699890000000 Fall River Joint Unified 6 According to the FRJUSD 2021-2022 Healthy Kids Survey Main Report, School Engagement and Supports results 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 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 presentations start at the elementary school. Vape sensors are installed in high school bathrooms. The LEA has implemented ALICE training, further ensuring 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. Met 21JUN2023 2023 45699970000000 French Gulch-Whiskeytown Elementary 6 Not Met For Two or More Years 2023 45700030000000 Grant Elementary 6 Feedback from educational partners input focused on two areas: academics and school safety. Based on needs from this past year, the staff and parent engagement groups expressed a desire to continue and increase student academic support. Intervention for students below grade level remains a priority for student support. Maintaining and increasing resources for intervention support is also a priority. Staff and educational partners involved in school planning identified measuring student achievement for all grade levels in both math and language arts as another key component for academic improvement. This will help support identification of student targeted needs. Providing resources for social emotional support is also a priority based on staff and parent input. Providing staff to monitor and mitigate student needs on a frequent basis is an identified solution. Student survey results indicate additional support for student respect/bullying would help improve student safety. Also providing proactive opportunities for students in a positive environment should help student social needs. Educating students on social behaviors was also identified as an area of focus by parents in educational partner meetings. Administration wanted to simplify the plan and reduce the goals from 4 goals to 2 goals; focusing the efforts on academics and climate. This idea was brought to the Site Council members for feedback and the committee thought it was a great idea. Site Council in March of 2023 reviewed mid-year progress discipline data and adjusted the desired outcome based on trends and resource allocation. In April, the Centerville Education Foundation comprised of parents and teachers reviewed the progress of the LCAP and felt it was important to keep the desired outcomes for student safety and academic CAASPP similar as remaining in school the past two years has allowed the school to sustain goals with only a small drop in the results. The Parent Teacher Organization, another group comprised of additional parents and teachers, also reviewed progress in April of 2023 and expressed a desire to continue the use of the newly adopted school-wide assessment (NWEA) as a necessary measurement tool to track student proficiency and growth. Site Council again met in April of 2023 and reviewed the additional educational partners engagement surveys. Chronic absenteeism posed a problem due to the pandemic but we are on track this year to begin moving to our pre-pandemic attendance rate. Students shared their views of the school climate and academic status by providing input on the student survey in December. A draft of the proposed changes to the LCAP was shared at the May staff meeting. No further suggestions were given. Site Council reviewed the final draft of the LCAP in May of 2023 and made the final editions to be presented to the board at the June 8th and 15th board meetings. Met 08JUN2023 2023 45700110000000 Happy Valley Union Elementary 6 1. Overall parents appreciate the tutoring and extra support their student(s) receive, they appreciate the office staff, the support staff and the counselor. Parents also appreciate the staff communication and the prompt response they receive when they contact the staff about concerns. Parents believed the district could improve the following ways: Several parents noted that they would like concerns addressed when brought to the school attention, multiple parents expressed concerns about students not making the progress compared to other schools, provide transition time for students with disabilities into the regular education class, one parent was concerned about a specific classroom that has a very distracting classroom environment, it takes too long to provide existing IEP students with services that are new to the school, parents would like the teachers to communicate if they have concerns about a student instead of only providing progress through the Aeries portal, parents believe the communication from certain teachers is inconsistent, parents would appreciate a mid-year parent conference to discuss student progress, implement a bully free policy on the buses, implement school wide classroom management as disruptive behaviors are concerning and counter productive to the learning environment, and parents would like to see consistency in the the behavior expectations. 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 systems of support to ensure all students make growth. School staff deeply care about the students and their progress. The office staff is attentive and positive when working with families and students. Students and parents believe their students feel safe at school Intervention program and tutoring for students needing additional support Independent Study program Counseling 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: Continue family engagement events Classroom management support for some teachers Refine the Positive Behavior Interventions and Supports system and KELSO so that is is used schoolwide Parent reminders to use Parent Square and Aeries to communicate student progress Additional tutoring and study hall in grades 4-8 Improve the PO process Increase elective opportunities Music program Increased instructional support staff during reading time We are looking for a foreign language teacher for our middle school students. It has been especially difficult to staff this part time position. 3. We have not added a lot to the LCAP. Instead, we are focused on refining our many of the programs and making literacy the academic focus. Met 13JUN2023 2023 45700290000000 Igo, Ono, Platina Union Elementary 6 Healthy Kids Survey- (feel safe) 4th-8th grade - TBA in Fall of 2023 Healthy Kids Survey- (feel connected) 4th-8th grade - TBA in Fall of 2023 There is no data that has been released as of the date of this submission. Met 28JUN2023 2023 45700450000000 Junction Elementary 6 1. DATA: Overall, parents are proud of the educational opportunities afforded to their student(s) at Junction Elementary School District. Community pride and traditions are valued by parents. Parents appreciate the staff and their commitment to the students safety, health, social emotional wellness, and academic success. Extra curricular activities and parent/student engagement events are well attended by parents and they would like to see them extended to grades 1-3. The Junction Educational Foundation provides the added events and funding for items that are out of reach of the district budget. Parents believe they are well-informed and overall were pleased with the communication the staff and administration provides through Class Dojo, newsletters, all calls, and social media. Parents would like to see the following improved: school grounds/maintenance, scratch cooking and more of a variety of meal options at lunch with less processed food, better coordination of the student drop-off/pick up line, remodel the school to eliminate portable buildings and add a gymnasium separate from a cafeteria, add music, arts and foreign language at the elementary level, upkeep of sports fields, elimination of porta-potties at the middle school and after school activities, increased lunch periods for middle school students to have time to eat and play, add a comprehensive anti-bullying program, add after school sports or music program for grades 1-3, create opportunities for student service learning projects, increase library access, an addition of a refocus room for the counselor to work with students, more special needs equipment in the playground, an improved website or school app, replace or improve the lunch supervisors, improve middle school supervision at recess, the return of mother/son dance, add Mt. Shasta Ski Club, implement a check in/out or badge system for anyone who enters the campus, create a long term vision for the school layout and facilities, update bathroom fixtures, update middle school teacher lounge, retain staff by building positive school culture, update PE program, reduce the amount of homework, add typing to middle school to prepare them for high school, add homework lab during lunch, the middle school science teacher needs to be more consistent about communicating and updating their Aeries grade book weekly, add flag football for elementary school students, and provide parents with examples to support students with homework. Staff are proud to be part of the Junction Elementary School District and enjoy coming to work. There is a strong sense of community and the staff appreciate the support from parents and their team members. Students believed that staff care and support them. However, they believe that students have less respect between one another. 2. Using our local survey data, our strengths were: High-quality education, strong traditions and community pride. Areas of improvement include: strengthen school culture Met "Teachers would like to see more support staff to assist students, a way to strengthen school culture so staff isn’t tearing one another down, more maintenance staff to help staff with the “details"", recognition outside the staff meetings, the school board and district office recognize publicly, recognize groups or individuals for ""good things"", more support with classroom management, facility improvements, a welcome handbook for new teachers or principal meetings with new staff members, less negativity from a handful of staff members, a stipend for grade level partners that mentor new teachers, a cafeteria separate from the gym, better communication from administration, knowing who to go to for certain requests, Aeries standards based report cards, increase tech support from one day to several days a week, math intervention specialist, up to date technology for staff and students, new classroom furniture, lower grade music/art teacher, collaboration between the middle and elementary staff to create more cohesion, consistency with rules and consequences, a full time counselor with restorative circles and teach student strategies for dealing with bullying, include paraprofessionals in staff meeting, and increased space for After School Care 3. We have added the following to the LCAP: iXL math & English language arts Capturing Kids Hearts for all staff members Professional development in engagement strategies and social emotional learning/restorative justice" 13JUN2023 2023 45700520000000 Millville Elementary 6 The school climate survey was administered to students at Millville School in grades 1st-8th at the end of the 22-23 school year; the results of the noted questions are as follows: 89% of students answered Always or Most of the Time to the question: I feel safe in my classroom 76% of students answered Always or Most of the Time to the question: I feel safe on the playground 90% of students answered Always or Most of the Time to the question: There are clear rules about behavior dress and language 81% of students answered Always or Most of the Time to the question: They know where they can go if there is a problem 72% of students answered Always or Most of the Time to the question: At my school, adults teach us how to solve disagreements with other students respectfully. 96% os students answered Always or Most of the Time to the question: My teacher expects me to do my best. 79% of students answered Always or Most of the Time to the question: At my school, I feel challenged to do my best. 63% of students answered Always or Most of the Time to the question: I look forward to coming to school. 76% of students answered Always or Most of the Time to the question: My teacher makes learning fun and interesting 81% of students answered Always or Most of the Time to the question: My principal cares about me 89% of students answered Always or Most of the Time to the question: My teacher cares about me. 53% of students answered Always or Most of the Time to the question: Students at my school help each other. 94% of students answered Always or Most of the Time to the question: In my class the teacher treats the students with kindness 88% of students answered Always or Most of the Time to the question: At my school, the principal treats students with kindness. 73% of students answered Always or Most of the Time to the question: In my classroom, students treat the teacher with kindness. 51% of students answered Always or Most of the Time to the question: Students at my school treat each other with kindness.  73% of students answered Always of Most of the Time to the question: On the playground, students treat the yard duty aides with kindness. 83% of students answered Always or Most of the Time to the question: On the playground, the yard duty aides treat the students with kindness. In reviewing the results, the lowest scores were in response to the questions: Students at my school help each other, Students at my school treat each other with kindness and I look forward to coming to school. This informs us that our areas of focus are to include improvements on student to student interactions and relationships, continued demonstrations of kindness to students as models but also actively expecting students to behave with kindness and teaching how to deal with conflict and problems with kindness. Additionally, students made it clear they'd like more lunchtime events, field trips and fun competitive events during the school day. Met Incorporating these student centered events into the school day will invigorate students' interest in attending school and create a stronger connection between students and their school. 14JUN2023 2023 45700780000000 North Cow Creek Elementary 6 1. DATA: Parent, student and staff Leader in Me surveys were administered for the first time this year. This survey is used annually to collect, analyze, and report on student, staff, family, and school-level outcomes. The survey tool is important for starting larger conversations about the school's growth in leadership, culture, and academics. For this reason, the scores within this report serve as a way to celebrate progress and inform decisions on where to effectively focus time and resources. Survey Scoring is based on the following rubric: 90-100 Exemplary 80-89 Effective 70-79 Satisfactory 50-69 Needs improvement 0-49 Ineffective Leadership scored 71, Culture 76 and Academics 76. 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. Refine intervention time especially for math, ensure students are memorizing math facts in all grade levels, bring back the library, add a PE teacher and/or a music teacher, add world language as an elective to the middle school. 2. The results from the Leader in Me Survey indicated: These results indicated the need to improve upon student goal setting, instructional efficacy, family engagement, staff leadership, and interpersonal effectiveness. Areas of strength included school and family partnerships and staff voice. 3. We have not added a lot of actions/services to the LCAP. Instead, we are focused on refining our instruction, programs, and systems. Met 13JUN2023 2023 45700860000000 Oak Run Elementary 6 Not Met For Two or More Years 2023 45700940000000 Pacheco Union Elementary 6 Key learnings from the surveys indicate that stakeholders feel that they are safe on campus and have opportunities to communicate their concerns as needed. We have implemented additional counseling services to address students with social-emotional challenges. Overall, students' responses are positive in terms of school safety and connectedness. We have also implemented the use of social groups to discuss relevant issues to age groups and talk through issues as they arise, but also in a proactive manner. For purposes of improvement, the district is investing in staff development for staff and for teacher leadership with Leader in Me, WIN Time, and PBIS. We hold ongoing professional development in trauma-informed practices, SART team implementation for attendance concerns and training staff on social-emotional needs of students and families, and breaking down social-emotional barriers to learning. The district maintains many offerings of student sports and activities to increase engagement. Met 14JUN2023 2023 45701100000000 Redding Elementary 6 5th grade - 91.9% of 63 respondents feel safe 7th grade - available Fall of 2023 5th grade - 74.8% of 63 respondents feel connected 7th grade - available Fall of 2023 The above data provides the information that 5th graders feel safe while at school. In addition, 74.8% feel connected. The LEA will be continuing to work on providing more opportunities for students to engage in activities, such as sports, clubs, and other after school activities. At the time of this reporting, 7th grade California Healthy Kid survey results were unavailable for the LEA to report out on. 5th grade results were available due to providing the survey locally (while 7th graders completed the survey through WestEd). Met 22JUN2023 2023 45701100135889 Stellar Charter 6 Student Survey- (feel safe) - 93% of 5th through 12th graders (91 respondents) agree/strongly agree that they feel safe at Stellar Student Survey- (feel connected) - 80.4% of 5th through 12th graders (91 respondents) feel Quite/Extremely Connected to school (This is HUGE growth!) 100% of teachers implement Capturing Kids Hearts (CKH) strategies in their classrooms. Staff Survey (Facilities clean, safe and functional) reports that 100% of staff find the facilities clean, safe, and functional Overall, our key learnings are that students, staff, and educational partners feel safe at Stellar. Over the past several years, the connectedness results have caused the school to look deeply into why students don't fell connected to the adults on campus. This is an area the school can grow in. In 23/24 staff attended and will continue to attend and learn about strategies to connect with students. The staff has already implemented strategies to aim to increase the feelings of connectedness such as completing a scavenger hunt with all high schoolers to learn about the students collectively, implementing bully policies, implementing Capturing Kids Hearts and completing SEL lessons in advisory and in first period classes. The school will continue to prioritize school climate. Met 20JUN2023 2023 45701106117931 Monarch Learning Center 6 Not Met 2023 45701280000000 Shasta Union Elementary 6 Healthy Kids Survey- (feel safe) 4th-8th grade - TBA in Fall of 2023 Healthy Kids Survey- (feel connected) 4th-8th grade - TBA in Fall of 2023 At the time of this submission the results have not been released for the CA Healthy Kids Survey. Met 26JUN2023 2023 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 2022. We did have data that indicated that effort level in school is declining and that more students feel like they are being bullied at school. While the percentage of students reporting hopelessness or sadness decreased from 53% to 44% from 2021 to 2022, it 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 20JUN2023 2023 45701360106013 University Preparatory 6 During the spring of the 2022-2023 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: 89% of the students feel welcome at U-Prep. 92% of the students indicated that they felt safe in all areas on campus. 97% feel that there are clear expectations regarding student behavior and conduct. 92% 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 Office Hours, extra time with their teachers, and study hall were most often used to be successful. 91% report the campus is clean and well-maintained. Key learnings from the 11th grade survey are as follows: 93% of the students feel welcome at U-Prep. 97% reported feeling safe on campus. 97% reported that there are clear expectations regarding student behavior and conduct. 90% 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, extra time with their teachers, and room 299 as the top three school-based resources they take advantage of to be successful. 80% 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. Met U-Prep was honored as a 2023 Distinguished School Award Recipient. 14JUN2023 2023 45701364530267 Shasta Charter Academy 6 "22-23 Student Survey Results (85 respondents; almost half were 1st year SCA students; % shown reflects agree or strongly agree) My facilitator works with me to design learning and projects that motivate and engage me: 96.5% My facilitator is prepared and organized for our meetings: 100% My facilitator is encouraging: 97.6% My facilitator communicates high expectations: 95.3% My facilitator clearly communicates my work progress and quality: 98.8% I understand my role in my personalized learning education: 97.6% The school staff is friendly and readily helps me: 98.8% I think I am being well educated: 97.6% A few comments: “thank you all for being such kind people and helping your students in every way possible"" “Thank you guys for actually caring about our needs and our knowledge. It mean more to some kids than you will ever know!” “SCA is a great school and I love all my teachers and my facilitator.” “Thank you for all do for my school and education, and God bless you!” “I would absolutely love if there was a way to have an advanced glass sculpture class. Projects take so much time and there's so many students that being able to take a second year would offer so much more time to learn.” “This school is phenomenal. I am meeting all of my needs here, and look forward to graduating as a Shasta charter alumni.” 22-23 Parent Survey Results (61 respondents; just over half were 1st year SCA parents; % shown reflects agree or strongly agree) My student's facilitator works with us to design learning and projects that motivate and engage my student: 100% My student's facilitator is prepared and organized for our meetings: 100% My student’s facilitator is encouraging: 100% My student’s facilitator communicates high expectations: 100% My student's facilitator clearly communicates my student's work progress and quality: 100% My student's facilitator listens and responds to our needs: 100% As a parent, I am interested in my child's education, and talk with him or her about their successes and challenges with school: 100% As a parent, I frequently check my child's assignments for quality and completion, provide him or her help with studying or being organized, and, as needed, ask for help from his or her facilitator: 95.1% The school administration is effective in managing the school: 100% I am glad we chose Shasta Charter Academy: 100% A few comments: “Excellent school with easy access to opportunities, convenient concurrent options/availability with Shasta College, and wonderful teachers and staff that accommodate our needs with grace and patience.” “Consistently high expectations, flexibility” “I like the size of the school and the support the staff provides my student.” “The program works well for my student and the staff are amazing to work with. They are invested in their students.” “Great communication, strong academics, and the staff care about my kids.”" Met 08JUN2023 2023 45701690000000 Whitmore Union Elementary 6 The Whitmore Union Elementary School District used various public and parent meetings, such as school board meetings, parent club meetings, and school site council meetings to conduct feedback and input from all education partners. The number of participants was minimal. The input that was solicited did give the district some direction on key cultural and climate areas that are fundamental for students' well-being. Some of the areas that are positive is the garden club and how all students work together taking care of the garden and utilizing the produce in our kitchen and meals. Likewise, students work together to raise chickens. Teachers use specific science and math lessons to integrate several standards and topics within the learning for both the garden and farm animals. Parents are hoping to re-establish a 4-H club in the future. One area of improvement revolved around expanding our PBIS systems overall - norms, routines, procedures for cafeteria protocols, playground protocols, and other unstructured time protocols, such as walking down the hallway. In addition, purchasing and implementing an evidence-based social-emotional and academic curriculum, 2nd Step, was minimally implemented throughout the school year. Also, continuing the same expectations and norms while students are in after school tutoring and enrichment programs would be advantageous and help students to continue working on all phases of climate culture. Moreover, the district found that there was an exceptional need for more professional development for both certificated and classified employees around PBIS, cultural norms/routines, and peer-to-peer/employee-to-employee relations. Met 14JUN2023 2023 45737000000000 Mountain Union Elementary 6 Our district conducted surveys 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 2023 survey results showed that our students felt safe and a sense of belonging at the school with over 80% in agreement. In addition, well over 70% of the students surveyed agreed that teachers and administration care about them and believe that they can succeed. Over 88% of the students agreed that there are high expectations for learning. The one area that will be a focus point for the 2023-2024 school year is in the area of student-to-student respect and interaction. Close to 65% of students agreed that students don't treat each other respectfully. This was great information to obtain, which has allowed for us to make more modifications and include more training and professional development about student relationships and how to promote a more positive environment on campus. This led us to purchase an additional SEL curriculum, Studies Weekly: Health and Wellness. The hope is that the lessons, which are thematic, will help to reinforce positive student interactions. Not Met 28JUL2023 2023 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 the staff. The survey asks questions that seek to gain insight into sense of belonging, safety, connections with others on campus and academic needs. We have found that on many sites students who are involved in school activities feel a stronger sense of connection to the school and as such have expanded offerings and activities to appeal to and include more students. Recent survey results reflect that the majority of students feel safe at school. Many students expressed a need for more socioemotional support offerings and to increase support and recognition for positive student behaviors. These survey results will be used to guide school sites to provide better access to resources and use staffing positions to increase student access. Sites are also increasing the focus on positive interventions within their existing behavior management plans. Met 28JUN2023 2023 45752670113407 Rocky Point Charter 6 Key learning from our most recent student survey with 97 responses from grades 3-8 express that 89% of the students say that the adults at school encourage me to be successful in school. 89% feels their teacher gives extra help when they need it. 76% My teacher shows me how to be organized and prepared for school. 77% states they feel safe at school. 94% 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. Met 15JUN2023 2023 46104620000000 Sierra County Office of Education 6 Not Met 2023 46701770000000 Sierra-Plumas Joint Unified 6 Not Met For Two or More Years 2023 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 28JUN2023 2023 47104700117168 Golden Eagle Charter 6 DATA: a survey was distributed to students in grades 5-12. An overwhelming majority of students agreed that they feel safe at school (95%), that GECS does not tolerate bullying (87%), teachers are helpful and caring (97%), that teachers have high academic expectations for them (90%) and a majority agreed they feel connected to the school community (83%). This is a large increase from the previous year, where 63.9% of students said they felt connected to the school community. In a separate survey, 76% 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, and this sense of connection has increased, suggesting our efforts to increase student connectedness have been successful. 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. Based on parent survey responses, GECS will increase opportunities for in-person family events next year. Other changes prompted by statekholder input and the continuous improvement process include: Additional math instruction and support including personalized computer-based instruction and math support labs Discussion among teaching staff about how to increase relevance of course content, resulting in changes in instructional strategies for 2023-24. Increased opportunities for field trips and other community learning events Incorporating targeted academic support into all program schedules Expanded time for Friday practicum/field experience for CTE courses Additional CTE pathways and work-based learning opportunities Additional music class for 2023-24 school year, in a hybrid format to allow access for students in all programs. Met 08JUN2023 2023 47104700137372 Northern United - Siskiyou Charter 6 Percent of responses in each category: Parents - 6.25% Students - 18.75% Staff - 38.8% Percent who responded positively to climate survey: Students: Safety - 100% Relationships - 85.5% Conditions for learning - 80.93% Empowerment - 90% Parents: Safety - 75% Relationships - 79.16% Conditions for learning - 91.07% Empowerment - 82.5% Staff: Safety - 100% Relationships - 95.24% Conditions for learning - 77.55% Empowerment - 57.14% **Neutral responses were not included in the numerator, but were included in the denominator** While there was a low 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. The low percentage in positive responses to the empowerment question among staff speaks to the number of new staff we have, and shows us that we need to provide more professional learning with regard to ensuring staff understands how to empower their families to advocate for their educational needs. Met 29JUN2023 2023 47701850000000 Big Springs Union Elementary 6 Big Springs Elementary surveyed 100 students in grades 3rd through 8th grade. The results are that 93% of our students surveyed felt safe at school and 90% of the students felt they do interesting activities at school. 95% 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 27JUN2023 2023 47701930000000 Bogus Elementary 6 In the LEA's school climate survey, the data showed several interesting results.Students K-8th we surveyed on multiple measures. 89% of students K-8th either agreed or strongly agreed that they 'felt connected to the school and their classmates.' 100% of students marked either safe or very safe to describe 'How safe do you feel when you are at school?' 93% felt there was an 'adult who really cares about me.' The lowest measure was that only 66.6% of students felt they 'help decided school activities.' This is was up for the 27% who felt this way last year. Looking at this data, the LEA has decided to continue with morning meetings to build school connectedness and individual student check-in's at least once a month in ensure students feel safe and supported at school. The LEA has also decided to let students have more of a say on field trips and art projects. The students will fill out a survey to identify what common interests would be in field trips and art projects. Then the LEA will use this information to plan accordingly. Met 14JUN2023 2023 47702010000000 Butteville Union Elementary 6 Butteville Elementary recognizes the importance of school connectedness and safety. A student survey with 61 student total responses, 82% of students feel safe at school. Seventy-seven percent of students feel like they have someone at school they can talk to. Eighty-nine percent believe that they experience a good education at Butteville. One concerns that arises from the student survey indicates that while 42% (20% increase from 21/22 to 22/23) of student responses indicate that they look forward to coming to school, forty-three percent remain indifferent. The LEA would seek ways to make those students more excited about coming to school. The LEA would also continue to train staff and implement programs that target the socio-emotional well-being of all students. The District will continue to provide programs such as Heart Kids, Responsive Classroom, and Second Step to improve school climate. The LEA has been integrating a PBIS support system schoolwide by tracking behavior and improving school climate through monthly school assemblies. The LEA provides a part-time therapist to work with those students in need of counseling services. Students did not participate in a California Healthy Kids Survey this year. Met 14JUN2023 2023 47702270000000 Delphic Elementary 6 The analysis of local climate surveys includes the majority (over 95%) of students feel safe and connected at school. The LEA believes this is a result of the small and inclusive school environment. Met 14JUN2023 2023 47702430000000 Dunsmuir Elementary 6 1. According to our local student survey, 53% enjoy coming to school . 64% believe that their teachers have high academic expectations. 68% say that staff members other than their teacher give them encouragement . 68% say that teachers always or usually make learning fun . 89% of students believe that students always or usually treat each other with respect. 10% say rarely. 62% of students feel that welcome at school. 68% say they feel safe at school. 2. Our focus in the 22-23 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 maintained 2 counselors, one of which was here 4 days a week/4 hours a day. This counselor has made successful relationships with many students who have been struggling. One student in particular made great improvement in behaviors due to the consistent counseling. Fifteen staff members engaged in 2 full day SEL P.D. at school 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. 5 staff members also participated in a series of SEL workshops offered through our office of education. 3. We will be increasing our counselors time to 6 hours a day/ 5 days a week. We will continue to staff our sensory room and check-in/check-out program to support students. We will continue our all school activity days which allow students to connect with one another and staff in a positive, fun way. We will also increase our adult presence at recess time to engage students in positive activities in order to decrease social conflicts. Met 27JUN2023 2023 47702500000000 Dunsmuir Joint Union High 6 An annual survey is distributed to the students of all grades during the winter. 67% participated by returning comments in 2023. Students continued to express that they felt safe physically, and now report that they feel supported due to bringing in more experts to work with students collectively and individually. Disciplinary actions and policies will continue to be examined and modified as necessary. The dangers of Vaping and of street drugs will continue to be presented to them. Met 21JUN2023 2023 47703180000000 Gazelle Union Elementary 6 School surveys indicate that 100% 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. We will also ensure that all students have equitable access to the school counselor by creating a schedule and following up weekly with the counselor. Met 14JUN2023 2023 47703260000000 Grenada Elementary 6 The local educational agency administers a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness, such as the California Healthy Kids Survey, to students in at least one grade within the grade span(s) that the local educational agency serves (e.g., K-5, 6-8), and reports the results to its local governing board at a regularly scheduled meeting of the local governing board and to stakeholders and the public through the evaluation rubrics. GES administered the California Healthy Kids Survey on school connectedness and school safety. The CHKS (WestEd) is a reliable and valid instrument. Survey Narrative The California Healthy Kids Survey (CHKS) was used to measure student social emotional health and well being. The percent reported as agree/strongly agree on the California Healthy Kids Survey (CHKS) on School Connectedness increased from 67% in 2019-2020 to 78% in 2020-2021 and decreased to 64% in 2021-2022 and increased again to 74% in 2022-2023. The percent of students responding that they feel very safe or safe on the California Healthy Kids Survey (CHKS) increased from 83% in 2019-2020 to 87% in 2020-2021 but decreased to 66% in 2021-2022 and increased again to 81% in 2022-2023. The CHKS will be administered next in spring of 2024. 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 (K-8) 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. GESD is bringing back many of the events and activities that help students feel connected at school but were put on hold during Covid restrictions. Additionally, we have increased Social Emotional services and supports in coordination with SCOE Siskiyou County Behavioral Health. Met 13JUN2023 2023 47703340000000 Happy Camp Union Elementary 6 District is participating in Aperture education to assessed student needs. District has also used California Healthy Kids Survey to access needs. District needs to get additional information to gain more information into students needs, however, with a small school most needs to easily known to staff and can be addressed immediately. Met 28JUN2023 2023 47703590000000 Hornbrook Elementary 6 Combined results from Grades TK-8 show that: • 91% of our students report that their principal & teachers want every student to learn • 77% report that they are learning new things that will help them • 84% perceive that most students treat adults with respect • 87% report they are treated fairly • 96% of our students report that their teacher wants them to do their best • 89% report that their teacher uses different activities to help them learn • 92% perceive the school as safe and clean • 87% of students report that the school recognizes and rewards students for positive choices and behaviors • 91% report they feel safe at school *results taken from “Student Climate Survey” March 2023. Our district’s focus is to ensure students feel safe and connected at school. In response to the results we have made and will continue to make, revisions, decisions, and actions. We are seeking to increase student engagement with the school; and students' respect towards adults. Through implementation of PBIS Tier 1 and the beginning stages of Tier 2, we are seeing an increase in survey results for 1) students being recognized and rewarded for positive choices and behaviors; 2) students perceive the school is safe and clean; 3) students feel their teacher wants them to do their best. We will continue to implement PBIS and trauma informed practices to improve in student engagement and respect towards adults. Not Met For Two or More Years 21SEP2023 2023 47703670000000 Junction Elementary 6 Not Met For Two or More Years 2023 47703750000000 Klamath River Union Elementary 6 The analysis of local climate surveys includes the majority (over 95%) of students feel safe and connected at school. The LEA believes this is a result of the small and inclusive school environment. Met 29JUN2023 2023 47703830000000 Little Shasta Elementary 6 With such a small enrollment (12 students total), we find that data from the California Healthy Kids Survey is not the most accurate and 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 the school and were protected. Met 15JUN2023 2023 47704090000000 McCloud Union Elementary 6 When parents are surveyed about their involvement at school, the majority express that they are welcome at school and that they have plenty of opportunities to participate; however, they also note that they do not participate in school site council meetings or board meetings. Parents feel that the reporting systems for informing them of their child's grades are satisfactory and that they feel comfortable reaching out to their child's teacher. A high percentage of parents attend parent-teacher conferences every year. The majority of parents and students say they feel very safe on campus as well as before and after school. Safety procedures have remained in place, namely the inability for anyone to enter campus without permission. The main door and outer classroom doors stay locked during school and during recess time, a door block is put in place so that teachers or aides can quickly grab it and pull the door locked should an intruder enter the playground. Parents and students express that they feel they are treated fairly and with respect at school, even when they are receiving consequences for poor behavior. Most parents agree that the behavior policy is fair and that their children are given opportunities to correct behavior and that they receive timely communication if their child is struggling with behavior. Families have expressed their desire for the school to be clean and presentable and they feel free to express concerns if they have any. Currently, the LEA facilities are kept clean and orderly. Students are learning in a clean and safe environment whether they are in classrooms or outside on the playground. The music and art enrichment programs suffered due to the pandemic and have not returned to their former status. The LEA has been unable to secure music teachers thus far. The LEA maintains a strong athletic program that the majority of parents appreciate. Enrichment is a focus of the LEA and parents appreciate the depth of the programs including field trips, lab sciences, art, music (when available), sports, DARE, Bullying Prevention Program, Positive Prevention Plus, Catalyst positive peer groups, Dunamis Wellness group SEL, Pennies on Purpose and other mentoring programs. Intervention is offered in math and reading; parents have expressed satisfaction with the intervention programs offered to their children. SAFE is a popular program with families as well and only the pandemic reduced participation numbers last school year. In a normal year, the SAFE programs were at capacity with participation of students, but numbers have so far not returned since the pandemic ended. When asked what they would like to see more of, most parents and students say hands on activities, field trips and science labs. Other than field trips, the LEA continued hands on activities and science labs during the pandemic school year successfully. Morning transportation is provided for some students with truancy issues or lack of vehicles. Met 23JUN2023 2023 47704170000000 Montague Elementary 6 Montague Elementary School District collects and analyzes data using two primary instruments; the California Healthy Kids Survey, and a local school climate survey. A summary of local data is included. Strengths 1. I am welcome to participate in my child’s school. 95% Agreed 2. Adults at this school challenge my child to do better. 92% Agreed 19. This school offers opportunities for parent involvement. 90% Agreed 17. This school does a good job of teaching my child’s responsibility and accountability. 92% Agreed 14. The school facilities are clean and well-maintained. 97% Agreed Written Comments: Good Communication (Mentioned 5 times) Teachers and Staff (Mentioned 6 times) Education (Mentioned 3 times) Sports (Mentioned 2 times) Recommendation: continue to develop partnerships with parents, hold students accountable and maintain a clean facility School Needs or Areas of Improvement 18. This school has good public image. 25% Disagreed 8. Overall the school performs well academically. 23% Disagreed 4. Homework is productive and supports learning in the classroom. 27% Disagreed 7. I believe my child is receiving the education to prepare him/her for the future. 19% Disagreed 13. Order and discipline are consistently maintained. 19% Disagreed 3. Good teaching is important at this school. 16% Disagreed Written Comments: After School (Mentioned twice) Accountability and follow through for staff Recommendations Based on the perceived needs for school improvement and SSC input, it is recommended that: 1. The school’s instructional model be improved with a strong focus on school wide effort to improve student motivation for learning 2. Provide accurate and reliable data to parents Met 21JUN2023 2023 47704250000000 Mt. Shasta Union Elementary 6 We are administering a new round of the California Healthy Kids Survey this school year, so we will have new data to report next year. The data discussed here is taken from the most recent round of the survey taken in 2018. Both school connectedness and feelings of feeling safe at school fell from fifth grade to seventh grade (45% to 27% and 91% to 78%). More students feel safe at school compared to feeling connected at school. To address this issue of connectedness, we hired a full-time counselor in addition to our 80% full-time counselor. We expect the results for this year's survey to show a marked improvement in school connectedness as a result. We have also focused our staff development this year on social emotional learning to increase connectedness and decrease instances of bullying. Just over half of students in both grade levels reported being mistreated by other students, and we're expecting to see these numbers improve as well. Met 20JUN2023 2023 47704580000000 Seiad Elementary 6 The analysis of local climate surveys includes the majority (over 95%) of students feel safe and connected at school. The LEA believes this is a result of the small and inclusive school environment. Met 12JUN2023 2023 47704660000000 Siskiyou Union High 6 We used the California Healthy Kids Survey to inform us about the school climate on each of our campuses by providing the survey to all students during the 2017-18 school year. The results of the survey have been used to develop specific goals and activities in our LCAP. Our LCAP Priority Goal 3 is to Improve the climate and culture of our campuses as indicated by Suspension Rates and the CA Healthy Kids Survey. Specific activities to improve climate and culture on our campuses include: Training and implementation of Restorative practices, training and implementation of emotional intelligence and trauma informed instructional practices, increase social emotional/counseling options, and increase nursing/health services. District Data from the 2017-18 CAHKS % of students indicating a safe or very safe level for perceived safety at school. CHKS Table A5.1 9th 56 (no change) 10th 54 (-6) 11th 55 (-4) 12th 52 (-18) % of students who indicated Pretty much true or Very much true that there is a teacher or some other adult who really cares about me. CHKS Table A4.7 9th 55 (-3) 10th 53 (-12) 11th 61 (-15) 12th 68 (-1) % of students who indicate Pretty much true or Very much true that they do interesting activities at school. CHKS Table A4.9 9th 56 (+1) 10th 50 (-3) 11th 54 (no change) 12th 48 (-9) % of students who indicate Agree or Strongly Agree that their school is usually clean and tidy. CHKS Table A4.13 9th 53 (-7) 10th 67 (-5) 11th 47 (-25) 12th 52 (-22) Other focus tables include: Absences, Past 30 days - Table A4.3 Reasons for Absences, Past 30 Days - Table 4.4 High expectations-adults in school - Table A4.8 School Connectedness Scale Questions - Table A4.10 Academic Motivation Scale Questions - Table A4.11 Reasons for Harassment on School Property - Table A5.2 Verbal Harassment at School - Table A5.3 For the 2021 LCAP development work, our LCAP committee surveyed students and parents. The following is a summary of responses related to School Climate and Culture: Student 346/520 - 66.5% How effective do you feel your school is at each of the following: [Providing a safe school environment] Very Effective 27.17% Effective 56.07% Not Effective 6.36% Not Sure 10.40% [Providing consistent expectations that lead to a positive and safe school environment.] Very Effective 16.76 % Effective 58.96 % Not Effective 12.43% Not Sure 11.85% [Providing equitable opportunities for all students] Very Effective 18.50% Effective 57.23% Not Effective 9.83% Not Sure 14.45% [Providing you with engaging, rich and relevant curricular learning experiences that will help to prepare you for future college and career opportunities.] Very Effective 14.16% Effective 50.87% Not Effective 23.70% Not Sure 11.27% [Supporting you so that you can work at a high level.] Very Effective 20.23% Effective 50.00% Not Effective 15.32% Not Sure 14.45% [Providing college and career exploration and guidance activities] Very Effective 19.08% Effective 50.29% Not Effective 16 Met 21JUN2023 2023 47704820000000 Weed Union Elementary 6 "Goal 2: All students will have the opportunity to learn in a socially, emotionally and physically safe environment which will enable our attendance rates to average at least 95%. Data: 1. Attendance rates will average at least 95%,baseline attendance rate was 93% and current attendance rate = 96% 2. Chronic absenteeism will not exceed 5%, according to the 2018-19 Chronic Absenteeism results, we were at 21%. During the 2021-2022 school year our chronic absenteeism rate decreased to 8.4%. 3. Suspension rates will decrease by at least 5% with a desired outcome of 1.5%. The Baseline suspension rate = 6.8 %. During the 2021-2022 school year, the suspension rate was 8.2%. 4. Facilities will be safe and well maintained as measured by a ‘GOOD’ or better rating on the annual Facilities Inspection Tool (FIT). All facilities (excluding the gymnasium) have received a ""fail,"" however, temporary buildings (portables) received a ""good"" rating. 5. California Healthy Kids Survey will reflect a 10% increase in students feeling safe at school over the baseline of the 2018-19 results. Based on 2018-19 results, only 75% of the 5th and 7th graders. The survey results for the 2021-2022 school year showed that only 63% of students perceive school as very safe or safe. Meaning: Our attendance rate is strong and meeting our goal, indicating that students want to be at school. However, our suspension rate has increased. This is due in part because of the LEA's systematic behavior system that identifies and supports behavior. More behavior is identified through this process. Also, through our social emotional surveys and the California Healthy Kids Survey there is a decrease in students' overall feeling of well-being. Students are experiencing more trauma and difficulties with dealing with emotions since the pandemic. The LEA's community has also suffered through a fire that destroyed entire neighborhoods. Students and families are facing difficult obstacles. School seems to be a place of stability for students where there are consistent structures and routines, however, many students are exhibiting trauma-based behavior tendencies that affect others around them. Use: Our Wellness center consists of one full time therapist, one full time school nurse, and four wellness coaches. This wellness program has been instrumental in providing mental helath support to our students. The Wellness team works as an immediate action when students are exhibiting trauma based behavior. Students are able to talk through their emotions and with the help of the wellness team, students build action plans. The Wellness Team also works with certain students on a regular basis providing therapy for those in need. The LEA also provides an assortment of clubs throughout the year in order to get students involved in activities outside of academics. These clubs include; art club, outdoor club, skate club, and nutrition. The LEA also plans to host more school wide community event" Met 29JUN2023 2023 47704900000000 Willow Creek Elementary 6 DATA: In a recent survey in the Spring 2023 and comparing Spring 2022 results: Do you feel that your child is safe at Willow Creek? 61.54%/2023 58.33%/2022 strongly agree; 30.77%/2023 25%/2022 agree; 7.69%/2023 8.33%/2022 neither agree nor disagree; and 0%/2023 8.33%/2022 strongly disagree. Do you feel that your input is valued for decision making? 5 stars- 64.29%/2023 66.67%/2022; 4 stars- 7.14%/2023 25%/2022; 3 stars-0%; 2 stars- 8.33%/2022; 1 star- 0% How satisfied are you with your child's education? 5 stars- 42.86%/2023 63.64%/2022; 4 stars- 35.71%/2023 27.27%/2022; 3 stars- 21.43%/2023 9.09%/2022; 2 stars- 0%; 1 star- 0% We improved in the area of where parents feel their child is safe with agree and strongly agree 92.31% in 2023 and 83.33% in 2022. This is almost a 9% increase. The area of value in decision making saw a decrease from 2022 to 2023 of 20.24% with agree and strongly agree. Families reported a decrease in the satisfaction of their child's education by 12.24% with agree and strongly agree. We will continue to train staff in the area of safety and addressing issues before they become problems. We will continue to encourage parent participation and voice in meetings and activities. With two new teachers this year, hopefully the satisfaction of education will increase as our teachers learn and refine their craft. Not Met 28SEP2023 2023 47705080000000 Yreka Union Elementary 6 The Yreka Union School District prides itself on providing a safe learning environment for ALL students. Many programs have been established in the 2022-23 school year to improve school climate. A few of these positive changes to improve school climate are; the creation of Peer focus groups, training and implementation of Restorative Behavior practices (rather than being solely punitive), the establishment of the 411 communication response protocol, and providing reflection time along with a reflection room for students, and student access to a full-time licensed clinician. According to our LCAP student survey, 57% of students feel they are included in the decision-making of the school, 74% of the students feel very safe/safe at school, and 77% of students are very satisfied/satisfied with the instruction they are receiving in school. 78% of teachers surveyed feel that they are informed and encouraged to become involved with school issues. Although 78 % of staff felt safe on our campuses, many staff members indicated the need for a resource officer to be present. In the 2023 school year, YUSD collaborated with the Yreka Police Department to make this a reality. Overall, the LEA needs to continue school connectedness in the younger grades, while we need to develop a means to make a stronger connection to students and parents in the upper grades. While the results in isolation show positive feedback, the rate of positivity falls off as we get into the upper grades. Furthermore, the rate of D's and F's greatly increases as students get into middle school age. This too reveals a disconnect between school-student-family as these rates continue to rise. To improve the classroom grading system so that grades are better correlated to the state standards and reflect learning rather than compliance, YUSD has met with teachers in the initial planning of implementing a Standards Based Grading (SBG) Report Card. Summer training for lead teachers and administration is underway to implement SBG in the Fall of the 2023-2024 school year. The Yreka Union School District has hired more certificated and classified personnel to help mitigate the learning loss developed during the COVID-19 Pandemic. YUSD will retain the full-time licensed clinician to service all sites and is currently expanding the Health Serviced department and behavior/wellness teams at all sites. Overall, our educational partners believe we have a safe and nurturing environment. However, there are areas where we can improve: training, connections to all educational partners, and improving our efficiency in our use of human resources, namely providing more training to our paraprofessionals serving students in our classrooms. Met 20JUN2023 2023 47705160000000 Yreka Union High 6 The school survey reflected that majority felt (75%) we had a positive school climate and students feel safe. There was a positive result with how they felt their student performed academically, 52% felt their student was successful. We had positive results with being comfortable communicating with staff. Reflecting, it was identified that there needs to be more communication on the CTE classes that we offer, we will meet at the beginning of the school year to establish a plan to communicate our CTE offerings. Met 14JUN2023 2023 47736840000000 Butte Valley Unified 6 Parents report that they would like to see improvements in the following areas: school communication, improved climate, and increased opportunities for students. Met BVUSD has increased outreach efforts. Strategies include direct communication, increased contact by staff, Spanish language services, increased social media presence, and more activities in the evenings. We have made positive engagement a priority in selecting new staff and programs. We have focused on student engagement as a key to improving climate. Our priorities in terms of student engagement are relevant learning, improved academics, hands-on opportunities, and positive behavior supports. 21JUN2023 2023 47764550000000 Scott Valley Unified 6 The respondents to the surveys report being satisfied with the school climate and environment. Further analysis conducted by the LCAP Committee resulted in prioritizing school climate and environments. Social emotional learning and positive behavior intervention and supports (PBIS) rated highest on all actions and across all participants in stakeholder groups. The District is placing a high importance on their input and has already hired counselors and Student Services Specialists (support staff/classified level specialists to work in the CARE Team with the counselors and principals). A new position was created and approved by the Board of Trustees (Director of Educational Services). The Director will focus on the elementary schools and the junior high school. Met 22JUN2023 2023 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, etc. Students engage with a survey related to the LCAP, the California Healthy Kids Survey (CHKS), individual conversations, and focus groups related to community and school needs. Survey data shows 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 28JUN2023 2023 48104880139030 Elite Public 6 High School: 51.3% agree or strongly agree to feeling they belong at school 32.4% agree or strongly agree to feeling this is a safe school Middle School: 29.6% agree or strongly agree to feeling they belong at school 34.7% agree or strongly agree to feeling this is a safe school Elementary School: 59.1% agree or strongly agree to feeling they belong at school 54.5% agree or strongly agree to feeling this is a safe school Staff: 81% of staff respond positively to the school implementing policies to ensure a safe environment. 89% of staff positively respond to the school meeting safety needs of students We are working toward building a peaceful and productive ELITE school campus where all students belong and are respected members of the school community. The affirming ELITE school community will be trauma-sensitive, intentionally inclusive and restorative. Students who are having difficulty academically and socially within the community are supported by ELITE staff members, who have agreed to embrace all students, strategic partnerships with Community-Based organizations, volunteers, and the Full-Service Community School staff. ELITE employs support staff to provide comprehensive academic, social, mental and physical education services to meet student, family and community needs and create clear pathways from Preschool to College/Career. Our Full-Service Community Schools liaison coordinates services for students who are in need of additional support to meet the ELITE Standards of Excellence. ELITE faculty and staff receive training in and expected to fully implement the following best practices toward creating a safe and supportive environment: 1) Positive Behavior Intervention and Support 2) Restorative Justice 3) Trauma Sensitive practices 4) Youth Suicide Awareness, Prevention, and Post-intervention 5) Active Shooter 6) Sexual Harassment: Policy and Prevention 7) Mandated Reporter 8) Cyberbullying Met 13JUN2023 2023 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. We also 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 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 2023 (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 08JUN2023 2023 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. All school sites in Dixon have implemented Positive Behavior Interventions and Supports (PBIS). All sites have completed Tier 1 PBIS Training. Three of our sites, Gretchen Higgins, Tremont, and Maine Prairie High School have been recognized by the California PBIS Coalition as Silver status, which means that they implement PBIS with fidelity to the national framework. Dixon Unified Continues to provide students with access to Mental Health Clinicians. The program is monitored by the PPS Coordinator, and students are assigned to care with more efficiency. Clinicians have led Social-Emotional Learning (SEL) whole class and small group instruction at all sites, and they have conducted Brief Drug Intervention for students at the secondary level. Despite being short 2.0 FTE, the clinicians managed to serve 198 students via individual and small groups. These services consisted of on campus, weekly sessions 25-50 minutes for students receiving individual services, whole class lessons using SEL curriculum, six week group sessions focusing on social skills, stress management, and coping skills, and additional supports including check ins and referrals to other community agencies. The Mental Health Team also piloted a Universal Screener in collaboration with the Solano County Office of Education at our Alternative Education site. Dixon Unified developed the At Promise Counselor position. This position is designed to work with vulnerable cohorts of students in the secondary setting to ensure these students transition to high school with the academic and social habits needed to graduate college and career ready. The position was created in 2021-22 and remained unfilled, but has been filled all of 2022-23. The position serves students in grades 6-10. The counselor worked with a cohort of 57 students on a continuous basis. 79% of students saw an increase in GPA. 66% of students increased attendance, and 70% of high school students completed 20 or more credits in the fall semester. While Attendance statistics remain lower than average prior to COVID, all sites have demonstrated positive gains throughout the year. The District fell into Differentiated Assistance for their Chronic Absentee rate in all subgroups. Attendance continues to remain a priority agenda item at the district and site levels. Met 01JUN2023 2023 48705320122267 Dixon Montessori Charter 6 "Dixon Montessori uses self-reflection tools to measure school climate annually. Data: Elementary School: According to our last survey we found that 95.45% of our elementary school students said that their teachers care about them (4.5% agreed that was ""a little true"" 0% agreed that it was not true). 95.45% feel safe at school. 81% feel close to people at the school, 0% are unhappy to be at DMCS, 71% feel that they are part of the school (29% were neutral and 0% felt like they were not part of the school). Middle School: According to our last survey we found that 94% our our middle school students believe that their teachers care about them, 100% feel safe at school, 82% say they feel close to people at school, and 88% say they are happy to be at the school. Meaning: Our students feel safe and supported at DMCS. There is always room for continual improvement and we have been focused on rebuilding community since the pandemic. We have implemented the social emotional curriculum, 2nd Step, and we believe that it is making a difference for our students. USE: We will continue to build community and improve the climate at DMCS by continuing with the 2nd Step initiative, continuing with a Dean of Students, and continuing to increase student activities and options. We find that the more opportunities there are for students to belong, the more connected they feel. This was impacted significantly with the pandemic, but now we are bringing back dances, sports, clubs, electives, and more. We believe this will positively impact our school climate." Met 13JUN2023 2023 48705400000000 Fairfield-Suisun Unified 6 FSUSD administers the California School Climate, Health and Learning Surveys. The results provide data meant to improve school climate, student engagement, parent involvement and academic achievement. The findings are from the 22/23 survey. The results are reported by grade level and NT. The State identifies NT students as those who attend continuation high schools, such as Sem Yeto. School Connectedness: As students promote to the next grade level their perception of school connectedness decreases. The below rates are based on the number of students reporting that either “most or all of the time” they felt connected to school: • 72% of 5th, 48% of 7th, 47% of 9th, 47% of 11th, and 47% of NT students • Compared to the 21/22 data, with the exception of 7th graders, all grades reporting a higher level of school connectedness. Specifically, an increase of 1% for 5th, 3% for 9th, 6% for 11th and 8% for NT. Additional metrics for school connectedness: • Caring Adult Relationship: 72% of 5th, 54% of 7th, 53% of 9th, 51% of 11th, 51% of NT • Meaningful Participation: 43% of 5th, 22% of 7th, 20% of 9th, 21% of 11th, 8% of NT • Parent Involvement: 76% of 5th, 46% of 7th, 40% of 9th, 35% of 11th, 47% of NT • When compared to the 21/22 school year, additional measures show an overall average increase of 3.3% in Caring Adult Relationships and Parental Involvement in School; and an average decrease of .6% under Meaningful Participation. School Safety: As students promote from 5th grade to the secondary grades their perception of school safety decreases: • 75% of 5th, 46% of 7th, 48% of 9th, 46% of 11th, 47% of NT reported feeling very safe or safe at school • Compared to the 21/22 data, the overall perception of school safety for 5th grade decreased by 3%, 7th grade decreased by 7%; 9th, 11th and NT increased an average of 4.6%. Additional metrics for school safety: • Been in a physical fight: 38% of 5th, 18% of 7th, 8% of 9th, 5% of 11th, 6% of NT • Experienced harassment/bullying (or mean rumors spread about you for 5th grade): 37% of 5th, 43% of 7th, 30% of 9th, 27% of 11th, 18% of NT • Seen a weapon on campus: 12% of 5th, 16% of 7th, 10% of 9th, 11% of 11th, 0% of NT • Compared to the 21/22 data: - Physical fight: grades 5, 7, 9 and 11 report an average increase of 1.5% while NT decreased by 4% - Harassment/bullying: average increase of 3.2% for all respondents - Weapon on campus: no significant change for 5th, 9th and 11th graders, an increase of 4% for 7th graders and a decline of 14% for NT - Reports of being harassed/bullied and seeing a weapon on campus increased or remained relatively unchanged. Student perception of safety declined at the 5th and 7th grade level and improved at the high school level. All grades reported a slight increase incidents of being involved in a physical fight during the 22/23 school year. The survey findings supported modifying Action 1.4 of the LCAP. Met Improving school climate remains a priority. FSUSD’s LCAP Goals speak to implementing a tiered social-emotional program, as well as creating safe, inclusive, welcoming learning environments where students are connected to their schools. Action 1.4 (empathy lessons for 2nd - 4th graders) has been added to the LCAP to further the work taking place in Goal 1 (Social Emotional Support) and Goal 4 (School Climate). 22JUN2023 2023 48705650000000 Travis Unified 6 The district uses survey, attendance, discipline and focus group data to create a wholistic view of school culture. Survey data is collected annually from students grade 3-12, attendance and discipline data is collected continuously for all students and focus group data is collected for a sample of students K-12. Students are asked a series of questions related to school connection, caring adults, feeling safe at school (physically and emotionally), experiencing bullying or harassment, chronic sadness, high expectations from adults on campus and suicidal ideation (grades 7-12). Data is disaggregated by school site, grade band, gender and student group for analysis (although not all demographic information is available for anonymous surveys). For the metrics the district is trying to increase, we had areas of strength with elementary students, especially related to caring adults. For those metrics we are trying to decrease (harassment/bullying, chronic sadness and suicidal ideation) our most troubling metrics were surrounding chronic sadness, which was 38% for our traditional high school students. The numbers for alternative education students and middle schoolers were also troubling at 36% and 34%. Although student survey data and focus group feedback are the primary metrics, those data points take on more meaning when considered with other metrics such as discipline and attendance data. Since Covid, all grade levels have struggled with chronic absenteeism. Initially this was considered part of the elevated caution exercised by parents when keeping sick students at home. Although that is still considered a contributing factor, other explanations, such as lack of connection and value of attendance are resurfacing for our leaders. Attendance rates are particularly low for students with disabilities, low income and foster students. Student discipline data is another metric that has changed notably since Covid. Student behavior resulting in classroom or school suspension increased, especially for students with disabilities, African American students and students at the middle school (grades 7-8). There are areas of progress which are hopeful. Our alternative education high school has some of the highest metrics for caring adults, feeling safe at school and experiencing high expectations from adults, while simultaneously having the lowest rates of suicidal ideation and experiences with bullying or harassment. Clearly elements of their educational and support model are worthy of exploration and replication. Additionally, we saw a decrease between 2021-22 and 2022-23 in chronic sadness and suicidal ideation for all measured groups. Based on the data, the district continues to focus on improving school climate through increased opportunities and programs to connect and engage students. Given the increased need of some student groups, the district is also taking steps to have targeted support, including specialized staff to assist students. Met 20JUN2023 2023 48705730000000 Vacaville Unified 6 "To assess our school climates, we utilize the Healthy Kids Survey and a local survey in alternating year. This data informs 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. Survey results for 22-23: - Percentage of students in Grades 5, 7, 9 and 11 reporting school connectedness: - 5th grade: 78% - 7th grade: 67% - 9th grade: 61% - 11th grade: 74% Percentage of students in Grades 5, 7, 9 and 11 reporting school as being safe or very safe: - 5th grade: 81% - 7th grade: 62% - 9th grade: 71% - 11th grade: 65%" Not Met 2023 48705730129494 Kairos Public 6 Kairos Public Schools administers a local survey every year to middle school students and all Kairos Public School parents. In addition a climate survey is provided to all staff to gather information. Data is disaggregated by grade level, academy and other categories in order for Kairos Public Schools to dive deep into the data results and make accurate assumptions from the results gathered. Kairos Public Schools uses this data to determine implementation of future decisions, improved communication, and more. The results are also shared publicly with all stakeholders each year Met 20JUN2023 2023 48705730135095 Ernest Kimme Charter Academy 6 Survey data showed that parents and students are satisfied with the academic supports they are receiving at EKCA. They felt that there was a positive school climate, good rapport with teachers and admin, as well as a supportive environment for all students. 87% of students and 95% of parents felt that what students were learning was preparing then for life after high school. However, a desire for more hands-on CTE types of experiences were identified as an area of need. An area of need that was identified by all that were surveyed was the need for more mental health supports for students. Met 16JUN2023 2023 48705734830113 Buckingham Collegiate Charter Academy 6 The CHKS Survey Results, BCCA Student survey and CSPS Parent Surveys on school climate indicate that over 90% of parents and more than 80% of students feel that BCCA is a safe environment that supports their students in most aspects of their school life. Our school climate report card shows that areas for improvement include increasing academic motivation and creating more opportunities for students to have “meaningful participation” in their education as well as working on the perception of “fairness” in our discipline measures. Additionally, students are reporting an increased number of feelings of sadness or hopelessness that should be addressed. The specific school climate metric we have been tracking in our LCAP is the percentage of students who report feeling connected to school by 3% each year: The survey results indicate that there is work to be done in the area of motivation and mental health. We added a part time mental health clinician in recent years to assist with social-emotional support to groups and individuals, as well as to provide training to staff. The LEA has an LCAP goal for all Buckingham students to learn in an environment that fosters social-emotional well-being, equity, and engagement. One of our action plan items to help us meet this goal is to promote social-emotional well-being through the support of an on site mental health clinician who can provide staff training, conduct risk assessments and directly serve students individually or in groups. We also have an action plan to emphasize our portrait of a graduate vision characteristics (Kind, Noble, Innovative, Growing, Hardworking, Tough and Successful). Met 15JUN2023 2023 48705736051338 Fairmont Charter Elementary 6 Fairmont Charter Elementary School regularly distributes a Climate Survey to students, staff and families. From the results from our most recent survey administered, they will drive our goals and planning for the upcoming school year. Some of the overarching results we will consider are as follows: Strengthen the focus on cultivating a fair and respectful social environment. Focus on career and college preparation starting in elementary school, 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. While our Social Emotional Learning (SEL) programs are being utilized, we will continue to bolster the implementation of these programs for the school year (Character Strong and Second Step). Met 16JUN2023 2023 48705810000000 Vallejo City Unified 6 The Vallejo City Unified School District (VCUSD) administered the California Healthy Kids Survey (CHKS) in the 2021-2022 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 a significant decline at grades 5 and 7, and slight declines for grades 9, 11 and non-traditional schools from the previous year. In the area of students’ perceived safety at school significant declines were seen in grades 5, 7 and non-traditional schools with slight declines in grades 9 and 11. In order to make progress in this area, programs that promote positive behavior intervention supports, restorative practices, and social emotional learning are being enhanced. California Healthy Kids Survey Percentage of Students Reporting they feel Very Safe or Safe at School 17-18 18-19 19-20 20-21 21-22 Grade 5 69% 63% 70% 81% 63% Grade 7 50% 42% 51% 60% 34% Grade 9 33% 32% 39% 39% 38% Grade 11 27% 32% 31% 31% 32% NT 48% 47% 47% 47% 33% 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% 2021-2022 61% 39% 40% 33% 31% Percentage of Students Reporting School Connectedness Most or All of the Time 17-18 18-19 19-20 20-21 21-22 Grade 5 33% 63% 65% 70% 61% Grade 7 35% 28% 50% 47% 39% Grade 9 21% 29% 42% 42% 40% Grade 11 18% 24% 36% 36% 33% NT 33% 26% 49% 49% 31% Met 28JUN2023 2023 48705810115469 Vallejo Charter 6 The Vallejo City Unified School District (VCUSD) administered the California Healthy Kids Survey (CHKS) in the 2021-2022 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 a significant decline at grades 5 and 7, and slight declines for grades 9, 11 and non-traditional schools from the previous year. In the area of students’ perceived safety at school significant declines were seen in grades 5, 7 and non-traditional schools with slight declines in grades 9 and 11. In order to make progress in this area, programs that promote positive behavior intervention supports, restorative practices, and social emotional learning are being enhanced. California Healthy Kids Survey Percentage of Students Reporting School Connectedness Most or All of the Time 17-18 18-19 19-20 20-21 21-22 Grade 5 33% 63% 65% 70% 61% Grade 7 35% 28% 50% 47% 39% Percentage of Students Reporting they feel Very Safe or Safe at School 17-18 18-19 19-20 20-21 21-22 Grade 5 69% 63% 70% 81% 63% Grade 7 50% 42% 51% 60% 34% Met 28JUN2023 2023 48705810134262 Caliber: ChangeMakers Academy 6 1. DATA: In the 2022-2023 school year, Caliber ChangeMakers Academy administered two rounds of SEL/Culture & Climate Surveys to students in grades 4-8 in the Fall and the Spring. Our goal was to have 90% of students participate in the surveys. In the Spring 90% of students completed the SEL survey and 86% of students completed the Culture & Climate survey. On the SEL survey the top domains were Social Awareness/Social Competence (59% favorable), and Self-Management (56% favorable), and Growth Mindset (56% favorable). The lowest domains were Curiosity (39% favorable), Self-efficacy (44%), and Self-awareness (50%). All of the SEL domains decreased by between 4-9 percentage points when compared to the Fall administration. On the Culture & Climate survey the top domains were Diversity & Inclusion (69% favorable), Rigorous Expectations (57% favorable), and Cultural Awareness & Action (52% favorable). The domains of School Safety (30% favorable), Engagement (40%), and Sense of Belonging (40% favorable) were the three lowest domains across the school. All of the Culture & Climate domains decreased by between 3-10 percentage points when compared to the Fall administration. This data is consistent with feedback from educational partners including our teachers and families. In comparison to the benchmark data from the New Schools Venture Fund cohort of schools, Caliber ChangeMakers Academy was at or above the benchmark in 7% of the Culture and Climate domains and at or above benchmark in 29% of the SEL domains. 2. MEANING: After reviewing the disaggregated data by grade level, English Learner status, Race/Ethnicity, and Disability Status, we have identified the following areas of strength as well as areas of growth. The 7th grade was below the benchmark in every domain and was well below in Teacher-Student Relationships, and Rigorous Expectations. Overall there were not large differences in the perceptions of English Learners compared to other students on the Culture & Climate and SEL surveys. Black - African American students were well below the overall average in School Safety (23% vs 30% total). Students with Disabilities were also lower than the overall school average in School Safety (25% vs 30%). 3. USE: The survey data along with feedback from our staff and families demonstrates the need for clearer expectations and follow up around student behavior systems. As a result, the SEL team and the training around Restorative Practices, Trauma Informed Practices, and Student Behavior will focus on the following priorities of Predictable Learning Environments and a Clear Behavior Response System. By aligning a common vision of SEL across our network and by creating a common playbook with resources, we expect to see improvements in student and staff culture. Met 22JUN2023 2023 48705810137380 MIT Griffin Academy Middle 6 Griffin Academy took the CalSCHLS suite of surveys for parents, staff and students. The school also took the SCAI survey. This school had a very low turnout for participation on these surveys, likely leading to data that is not representative of the entire school population. (Parents, Staff and Students) Concerns raised in the survey results are able to be resolved and sustained through the PBIS program through Solano County Office of Education. Staff work together to collaborate on the expectations of the school, teach those expectations explicitly and use those expectations to help guide understanding when a student has any kind of behavior violation. 56% of GHS students feel they have caring adults in their school. 31% of GHS students feel school connectedness. 43% of GMS students feel they have caring adults in their school. 26% of GMS students feel school connectedness. Met 27JUN2023 2023 48705810139816 Griffin Academy High 6 Griffin Academy took the CalSCHLS suite of surveys for parents, staff and students. The school also took the SCAI survey. This school had a very low turnout for participation on these surveys, likely leading to data that is not representative of the entire school population. (Parents, Staff and Students) Concerns raised in the survey results are able to be resolved and sustained through the PBIS program through Solano County Office of Education. Staff work together to collaborate on the expectations of the school, teach those expectations explicitly and use those expectations to help guide understanding when a student has any kind of behavior violation. 56% of GHS students feel they have caring adults in their school. 31% of GHS students feel school connectedness. 43% of GMS students feel they have caring adults in their school. 26% of GMS students feel school connectedness. Met 27JUN2023 2023 48705814830196 MIT Academy 6 MIT Academy took the CalSCHLS suite of surveys for parents, staff and students. The schools also took the SCAI survey. This school had a low turnout for participation on these surveys, likely leading to data that is not representative of the entire school population. (Parents, Staff and Students), Concerns raised in the survey results are able to be resolved and sustained through the continued PBIS and MTSS mindset on the site. Staff work together to collaborate on the expectations of the school, teach those expectations explicitly and use those expectations to help guide understanding when a student has any kind of behavior violation. 50% of MIT academy students feel they have caring adults in their school. 33% of MIT Academy students feel school connectedness. 51% of MITA MS students feel they have caring adults in their school. 41% of MITA MS students feel school connectedness. Met 27JUN2023 2023 48705816116255 Mare Island Technology Academy 6 Mare Island Technology Academy & MIT Academy took the CalSCHLS suite of surveys for parents, staff and students. The schools also took the SCAI survey. This school had a low turnout for participation on these surveys, likely leading to data that is not representative of the entire school population. (Parents, Staff and Students), Concerns raised in the survey results are able to be resolved and sustained through the continued PBIS and MTSS mindset on the site. Staff work together to collaborate on the expectations of the school, teach those expectations explicitly and use those expectations to help guide understanding when a student has any kind of behavior violation. 50% of MIT academy students feel they have caring adults in their school. 33% of MIT Academy students feel school connectedness. 51% of MITA MS students feel they have caring adults in their school. 41% of MITA MS students feel school connectedness. Met 27JUN2023 2023 49104960000000 Sonoma County Office of Education 6 "In January 2023 the YouthTruth survey was administered to Community School students (100% response rate… 18 percentage points higher than last year) to better understand their perceptions of the school. Areas of strength include: 50% of students reported relationships as being what they like most about their school (up from 36% last year; typical Sonoma County high school is 28%) 10% of students reported engagement as being what they like most about their school (down from 28% last year; but still higher than a typical Sonoma County high school, which is 7%) 10% of students reported culture as being what they like most about their school (down from 14% last year; but still slightly higher than a typical Sonoma County high school, which is 9%) NOTE: While engagement and culture percentage rates went down, relationship percentage rates went up… you can’t increase in one without decreasing in the other since students are ranking what they like most about their school (needs to add up to 100% total). Student, staff and parent/family responses to the YouthTruth survey revealed take-aways/needs in the following areas: 1. Female students are now reporting school favorability at or above their male peers in all key measures except: Culture (school ecosystem) and Relationships (student-to-adult). 2. One YouthTruth question where results have gone down slightly, compared with last year, is Academic Challenge: ""The work I do for my classes makes me really think."" In 2022 it was a 3.47 mean/40th percentile/second quartile score. In 2023 it was 3.4 mean/26th percentile/second quartile score. 3. Work to increase the number of students experiencing CTE and work-based learning as an instructional strategy. In 2023, 19 of 53 student respondents (36%) reported they had experienced high-quality CTE/WBL during this school year. There is still room to grow in terms of the number of students participating in those activities. Students who did report experiencing CTE/WBL report much higher favorability in all key measures (even emotional/mental health) than their peers." Met 29JUN2023 2023 49402460000000 Petaluma City Schools 6 Petaluma City Schools administered The Youth Truth Survey in January 2023 to students in grades 3-12. Middle and high school students’ sense of belonging has fluctuated since returning from Distance Learning with a net decrease for middle school and a net increase for high school. Middle School: 2021 - 51% 2022 - 57% 2023 - 48% High School: 2021 - 37% 2022 - 52% 2023 - 46% 58% 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, 36% 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 are being trained in developing site-wide behavior expectations. Onsite coaching supports 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 29JUN2023 2023 49402460131961 Petaluma Accelerated Charter 6 Petaluma City Schools administered The Youth Truth Survey in January 2023 to students in grades 3-12. Middle and high school students’ sense of belonging has fluctuated since returning from Distance Learning with a net decrease for middle school and a net increase for high school. Middle School: 2021 - 51% 2022 - 57% 2023 - 48% High School: 2021 - 37% 2022 - 52% 2023 - 46% 58% 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, 36% 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 are being trained in developing site-wide behavior expectations. Onsite coaching supports 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 29JUN2023 2023 49402466051932 Mary Collins Charter School at Cherry Valley 6 Petaluma City Schools administered The Youth Truth Survey in January 2023 to students in grades 3-12. Middle and high school students’ sense of belonging has fluctuated since returning from Distance Learning with a net decrease for middle school and a net increase for high school. Middle School: 2021 - 51% 2022 - 57% 2023 - 48% High School: 2021 - 37% 2022 - 52% 2023 - 46% 58% 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, 36% 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 are being trained in developing site-wide behavior expectations. Onsite coaching supports 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 29JUN2023 2023 49402466051981 Penngrove Elementary 6 Petaluma City Schools administered The Youth Truth Survey in January 2023 to students in grades 3-12. Middle and high school students’ sense of belonging has fluctuated since returning from Distance Learning with a net decrease for middle school and a net increase for high school. Middle School: 2021 - 51% 2022 - 57% 2023 - 48% High School: 2021 - 37% 2022 - 52% 2023 - 46% 58% 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, 36% 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 are being trained in developing site-wide behavior expectations. Onsite coaching supports 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 29JUN2023 2023 49402466119036 Live Oak Charter 6 The school uses the California Healthy Kids survey each year, and as mentioned in the prior section, plans a series of shorter, topic-focused surveys. Met Parents have frequent opportunities to share perceptions and concerns related to climate. They engage at pick up and drop off, and the parent information platform called ParentSquare. That option allows communication to flow in both directions, and the school is very conversant in that method. 29JUN2023 2023 49402530000000 Santa Rosa City Schools 6 Santa Rosa City Schools has used the Youth Truth survey to generate data and information over the last four 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 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. An overall emphasis of improving our understanding of student social emotional needs, as well as tools for addressing and increasing connectedness and well being, are top priorities for SRCS moving forward. This couples with academic support for our students which completes a more holistic approach to the MTSS Pyramid of support. Last year’s YouthTruth results illustrated that SRCS can improve in building stronger adult relationships with students so they feel supported in the classroom, and it can place more emphasis and improvement on college and career readiness, providing students the widest array of opportunities. Finally, student efficacy is an area for growth as student’s report not feeling able to master the work they grapple with. Met 29JUN2023 2023 49402530102533 Santa Rosa Accelerated Charter 6 Not Met For Two or More Years 2023 49402530113530 Santa Rosa Charter School for the Arts 6 Not Met For Two or More Years 2023 49402530125831 Santa Rosa French-American Charter (SRFACS) 6 Not Met For Two or More Years 2023 49402530128074 Cesar Chavez Language Academy 6 Not Met For Two or More Years 2023 49402536116958 Kid Street Charter 6 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 are used to shape LCAP goals and actions for the following year. In addition, in 2023, a PBIS School Climate Survey was distributed and completed by School Personnel and Families. 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 to need to keep an air of caution about using the data. 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. DATA and MEANING : key learnings and challenges The overall mean score for the PBIS student survey was 2.94. Lower than expected scores were shown in students reporting that they like school and that students behave so that teachers can teach. The overall mean score for the PBIS school personnel survey was 3.56. Lower than expected scores were shown in Parental Involvement. The overall mean score for the PBIS families survey was 2.93. Lower than expected scores were shown in student interpersonal relationships and Parental Involvement. USE: actions PBIS Student Survey feedback influenced the LCAP in the following way: Improving our school climate through: Responsive Classroom Introductory and Advanced training for teachers, piloting Fly Five SEL Curriculum, and Breathe for Change professional development. (Goal 1) PBIS School Personnel Survey feedback influenced the LCAP in the following way: Increasing parental involvement opportunities that are low pressure, such as social meetings and STEAM nights. (Goal 4) PBIS Families Survey feedback influenced the LCAP in the following ways: Improving our school climate programming to ensure that students are acquiring the social skills that they need to be safe and successful (Goal 1) and involving parents more in low pressure school events, not only STEAM nights but Scholastic Book Fair, dance recitals, and theater arts productions (Goal 4 and Goal 1). Met 22JUN2023 2023 49705990000000 Alexander Valley Union Elementary 6 Through a Safe Schools student survey, 100% of all students felt safe at school. In addition, 100% of all students felt like they could find an adult to talk with in the event they felt unsafe. 95% of all students could successfully identify a student who might be feeling unsafe or is having a difficult time at school. This collective data helped reinforce the overall positive school climate and culture at the Alexander Valley School District. Additional student surveys will take place during the 2023-2024 school year. Not Met 09OCT2023 2023 49706070000000 West Sonoma County Union High 6 WSCUHSD has administered the Youth Truth survey for the past consecutive 7 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. We now have a practice of including families, staff, and students in our annual Youth Truth Surveys annually. 22-23 Our key indicators for areas of growth will be engagement, culture, belonging, school safety and college and career readiness. In addition, the District is focusing on culture and student engagement through a variety of actions in the LCAP to address this metric. The district will further examine results to determine changes in actions to the LCAP to address these issues. Met 28JUN2023 2023 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: an inability for parents to easily volunteer in the classroom because of board policies that require fingerprinting for volunteerism; 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 survey results from the 2022-2023 school year were very similar to the results gathered in 2021-2022 so the district is continuing with the current LCAP goals and actions. The District reviewed board policy to determine how to make volunteering more accessible to parents and sites will now manage and recruit volunteers rather than sending families to the district office to engage in the process. The District will continue to expand opportunities for adult education through partnership with Santa Rosa Junior College; increase student offerings through Visual and Performing Arts and extracurriculars; continue to 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 continue with the employment of Family Engagement Facilitators at all of the school sites to ensure families have additional communication support. The positive impact the Family Engagement Facilitators have had at all of the sites and the appreciative feedback from families have spurred the district into hiring a district-level Family Engagement Facilitator to continue to support school climate and student engagement. The District will continue implementing these actions and will monitor the progress and effectiveness of these actions through both qualitative and quantitative data analysis throughout the school year. Met 27JUN2023 2023 49706230000000 Bennett Valley Union Elementary 6 YouthTruth Survey Data provided great insight into perspectives across a variety of educational partner groups. NOTATION KEY: (CHANGE FROM 2022 ) CATEGORY - 2023% ( 2022% ) [ AVERAGE YT ] { AVE SONOMA } FAMILY: Compared to other elementary districts, BVUSD families ranked: Highest in the Youth Truth survey sections of: Resources & Communication & Feedback Lowest in the Youth Truth survey sections of: Engagement & School Safety Relative to local district rankings, the following were rated as: Strengths by BVUSD families: (+8) Engagement - 59% ( 51 ) [ 62 ] { 67 } (+2) Relationships - 89% ( 89 ) [ 86 ] { 88 } Areas for growth by BVUSD families: (-2) Communication & Feedback 81% ( 83 ) [ 74 ] { 77 } (-4) Resources 77% ( 81 ) [ 68 ] { 69 } STAFF Compared to other elementary districts, BVUSD staff ranked: Highest in the Youth Truth survey sections of: School Safety & Engagement Lowest in the Youth Truth survey sections of: PD + Support & Culture Relative to local district rankings, the following were rated as: Strengths by BVUSD staff: (+1) School Safety - 78% ( 77 ) [ 75 ] { 74 } (-5) Relationships - 86% ( 91 ) [ 87 ] { 89 } Areas for growth by BVUSD staff: (-19) PD + Support - 38% ( 57 ) [ 65 ] { 58 } (-21) Culture - 53% ( 74 ) [ 68 ] { 67 } STUDENTS Compared to other elementary districts, BVUSD students ranked: Highest in the Youth Truth survey sections of: Culture & Relationships Lowest in the Youth Truth survey sections of: Academic Challenge & Engagement Relative to local district rankings, the following were rated as: Strengths by BVUSD students: (-3) Engagement - 86% ( 89 ) [ 87 ] { 83 } (0) Relationships - 82% ( 82 ) [ 79 ] { 21 } Areas for growth by BVUSD students: (+3) Academic Challenge - 46% ( 43 ) [ 49 ] { 45 } (+1) Culture - 27% ( 26 ) [ 23 ] { 21 } IN RESPONSE TO THE DATA We have used this data to inform our strategic planning as is reflected in the 2023-24 LCAP. Specifically, the following initiatives have been developed in response to these needs: (1) Continued Initiative: District Collaborative Inquiry Teams (CIT) (e.g., Social Emotional Learning, Curriculum & Instruction, and Multi-Tiered System of Support) will continue to review the details of Youth Truth, Dashboard, and local data. (2) New Initiative: District Task Force Teams: • Engagement: Attendance & Enrollment • Culture: Climate & Safety • Universal Access: Inclusion & Classroom-based differentiation (3) New Initiative: Expanded Opportunities for teachers (including an invitation for teachers to participate via “passion projects”) (4) New Initiative: Increased/improved professional development for teachers Some of the discrete actions that will emerge from these collaborative and task force teams is forthcoming, but we believe these structures will allow us to thoughtfully review, reflect, and refine practices in support of progress and improvement. Met BVUSD participated in the Youth Truth survey this year with a tremendously successful participation rate. One of the themes that has emerged in all feedback from educational partners, is the need to focus on climate, culture and social-emotional support and well-being. Because we have identified that as a leading priority and because our data is in some ways, far more comprehensive due to the incredible reporting and synthesis offered by Youth Truth, this year’s LCAP slightly prioritizes our second goal around climate & culture, over the first. YouthTruth Survey Data provided great insight into perspectives across a variety of educational partner groups. Community feedback via this year’s YouthTruth survey administration illustrated areas of meaningful strengths in our district, but it also uncovered some places where we can prioritize efforts and resources for improvement. The following areas were relative areas of strength in our survey data: Family- Engagement & Relationships Staff- School Safety & Relationships Students- Engagement & Relationships The following were rated relatively low: FAMILY- Communication & Resources STAFF- Professional Development & Culture STUDENTS- Belonging & Engagement 14JUN2023 2023 49706490000000 Cinnabar Elementary 6 The last California Healthy Kids Survey we did was during the 2021-22 school year, right after the pandemic and in the first full-year back in the classroom. A local survey was conducted in the Spring of the 2022-23 school year. This coming year, the district will be joining the Youth Truth survey, replacing California Healthy Kids. Most of the districts in the county are using this now, and it will help get us some comparative data in our area. They are on the third year of a three year cycle, so the results won't be completely apples to apples, but we intend to continue on with the program as the next three year cycle begins. The seventh grade group was surveyed with 80% (24 students) of the seventh grade class (30 students) took the middle school survey. The elementary test results were from a class of 12 students. In the elementary results, 100% of the students indicated they felt very safe or safe at school. In seventh grade 65% said they felt very safe or safe, while 26% said they felt neither safe or unsafe. Two students (9%) said they felt unsafe on campus. Caring relationships between staff and students stood out as a positive with 82% of elementary students surveyed saying they strongly agree that adults working at the school really care about every student and the other 18 percent agreeing as well. Nobody disagreed. The seventh grade question was more nuanced and had slightly different results. Ninety percent of the seventh graders said there was an adult who cared about them on campus, but while 10 percent said there wasn't, there were also 29% that only agreed with the statement a little. It shows a need to continue to foster those relationships with our middle school students. Only 1 of the 52 English Language Learners who took the LCAP student survey responded that they did not feel supported their teachers. To summarize the overall findings, students showed in large part that they are involved in the school and feel like that a part of the school (even in the seventh grade survey, where 81 percent agreed or strongly agreed that they were part of the school, while one student was neutral and three disagreed. The elementary students' surveys showed they feel a part of the school as well. The school will continue to work hard to make the climate one that all students feel comfortable and thrive in. We have used counseling services and created peer groups on campus to assist in this process. The school also utilizes PBIS strategies, Toolbox Tools SEL program and life skills (one a month) taught both school-wide via announcements and in classrooms throughout the year. Those programs will continue, and we will adaptively add more supports depending on need. The counseling services remained increased in 2022-23, and anecdotally, things improved last year and continue to improve. Met 27JUN2023 2023 49706496051635 Cinnabar Charter 6 The last California Healthy Kids Survey we did was during the 2021-22 school year, right after the pandemic and in the first full-year back in the classroom. A local survey was conducted in the Spring of the 2022-23 school year. This coming year, the district will be joining the Youth Truth survey, replacing California Healthy Kids. Most of the districts in the county are using this now, and it will help get us some comparative data in our area. They are on the third year of a three year cycle, so the results won't be completely apples to apples, but we intend to continue on with the program as the next three year cycle begins. The seventh grade group was surveyed with 80% (24 students) of the seventh grade class (30 students) took the middle school survey. The elementary test results were from a class of 12 students. In the elementary results, 100% of the students indicated they felt very safe or safe at school. In seventh grade 65% said they felt very safe or safe, while 26% said they felt neither safe or unsafe. Two students (9%) said they felt unsafe on campus. Caring relationships between staff and students stood out as a positive with 82% of elementary students surveyed saying they strongly agree that adults working at the school really care about every student and the other 18 percent agreeing as well. Nobody disagreed. The seventh grade question was more nuanced and had slightly different results. Ninety percent of the seventh graders said there was an adult who cared about them on campus, but while 10 percent said there wasn't, there were also 29% that only agreed with the statement a little. It shows a need to continue to foster those relationships with our middle school students. Only 1 of the 52 English Language Learners who took the LCAP student survey responded that they did not feel supported their teachers. To summarize the overall findings, students showed in large part that they are involved in the school and feel like that a part of the school (even in the seventh grade survey, where 81 percent agreed or strongly agreed that they were part of the school, while one student was neutral and three disagreed. The elementary students' surveys showed they feel a part of the school as well. The school will continue to work hard to make the climate one that all students feel comfortable and thrive in. We have used counseling services and created peer groups on campus to assist in this process. The school also utilizes PBIS strategies, Toolbox Tools SEL program and life skills (one a month) taught both school-wide via announcements and in classrooms throughout the year. Those programs will continue, and we will adaptively add more supports depending on need. The counseling services remained increased in 2022-23, and anecdotally, things improved last year and continue to improve. Met 27JUN2023 2023 49706560000000 Cloverdale Unified 6 Our primary school climate and culture data comes from the Youth Truth survey, which we use at all school sites from elementary to high school levels. Engagement and relationships are highest at the elementary schools and continue to decrease as grade levels increase. In general, all sites experienced a decrease in engagement, relationships, culture and belonging in this year's Youth Truth survey for student and family surveys. The district has experienced a difficult time with administrator turnover and very public legal proceedings since Spring 2022, which may have impacted some of the survey ratings. As a result, the district is working to identify a path forward as the entire principal team and the superintendent will be new in the coming year. As a start, the focus of the District for 23-24 school year will be building out the MTSS structures in the district with a focus on Tier 1 Strategies for Attendance, Engagement, Academics, and Behavior with PBIS and Culture as a mainstay for all of these items. Met 12JUN2023 2023 49706720000000 Dunham Elementary 6 Not Met For Two or More Years 2023 49706720122440 Dunham Charter 6 98% Of students at Dunham feel safe at school 93.9% Can talk to an adult at school. 95.4% Can talk to the principal. 98.4% Feel like they are learning at school. 100% Of students said they know where to get help if needed. A comparison of the overall percentages from the 2023 school survey administrations shows increases and decreases at specific grade levels and categories. The pandemic was one of Dunham's most significant challenges that certainly affected the student survey results. The learning environments at our school site changed many times from distance learning to hybrid learning to now, this school year, all in-person learning. Despite the pandemic, students feel connected and safe. Dunham is looking into a universal screener for all students TK-6 to administer at the beginning of the school year and a social/emotional health check to determine what individual students may need more support or interventions. This will provide an essentially local, annual measure that can be compared to the biannual administration of the student survey. Dunham is also continuing to focus on MTSS at the school site. The outcomes of this work aim to improve school connectedness, student-adult relationships, and feeling safe at school, in addition to many other categories. Not Met 2023 49706800000000 Forestville Union Elementary 6 "DATA: Youth Truth Survey was administered January 2023 as part of a countywide pilot program. 68 elementary students were surveyed (grades 3-5) and 70 middle school students were surveyed (grades 6-8). School connectedness related student survey data was the overall categories of ""Belonging"" and ""Relationships"". • Belonging Summary Data: ES: 14% MS: 49% • Relationships Summary Data: ES: 59% MS:46% • 3rd-5th: ""Do you like going to school?"" 24% • 6th-8th ""I enjoy school most of the time"" 31% School Safety related the student survey question ""Do you feel safe during school?"" • 3rd-5th: 45% • 6th-8th: 57% MEANING: This data provides us with a baseline moving forward to determine how our efforts during the 2023-2024 will impact student connectedness and school safety. We saw a decrease on our monitored school climate questions. However, for grades 6-8 we did see an increase in the “Relationship” category. There was a decrease in students reporting a percent positive rate to ""I enjoy school most of the time"" or ""Do you like going to class?"" It is important to improve student engagement and school climate to better improve learning outcomes. 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: School Climate by implementing the following actions: SEL Implementation Support; Social-Emotional Student Support; Attendance and Academic Success Monitoring; Student Recognition; Foster Youth and Homeless Youth Home to School Transportation; Counseling/ Psychologist; Student Engagement; Foster Youth and Homeless Support; Parent/Guardian Engagement; Educational Partner Engagement." Met The District has overhauled its behavior system for the 2023-2024 school year. This is intended to provide students with the opportunity to reflect on the issue at hand as well as engage in restorative practices as necessary. The middle school will begin the Safe School Ambassador program and have Challenge Day. Creating a school climate that is safe, engaging, and enjoyable is a priority for the District. 22JUN2023 2023 49706800112987 Forestville Academy 6 "DATA: Youth Truth Survey was administered January 2023 as part of a countywide pilot program. 68 elementary students were surveyed (grades 3-5) and 70 middle school students were surveyed (grades 6-8). School connectedness related student survey data was the overall categories of ""Belonging"" and ""Relationships"". • Belonging Summary Data: ES: 14% MS: 49% • Relationships Summary Data: ES: 59% MS:46% • 3rd-5th: ""Do you like going to school?"" 24% • 6th-8th ""I enjoy school most of the time"" 31% School Safety related the student survey question ""Do you feel safe during school?"" • 3rd-5th: 45% • 6th-8th: 57% MEANING: This data provides us with a baseline moving forward to determine how our efforts during the 2023-2024 will impact student connectedness and school safety. We saw a decrease on our monitored school climate questions. However, for grades 6-8 we did see an increase in the “Relationship” category. There was a decrease in students reporting a percent positive rate to ""I enjoy school most of the time"" or ""Do you like going to class?"" It is important to improve student engagement and school climate to better improve learning outcomes. 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: School Climate by implementing the following actions: SEL Implementation Support; Social-Emotional Student Support; Attendance and Academic Success Monitoring; Student Recognition; Foster Youth and Homeless Youth Home to School Transportation; Counseling/ Psychologist; Student Engagement; Foster Youth and Homeless Support; Parent/Guardian Engagement; Educational Partner Engagement." Met The District has overhauled its behavior system for the 2023-2024 school year. This is intended to provide students with the opportunity to reflect on the issue at hand as well as engage in restorative practices as necessary. The middle school will begin the Safe School Ambassador program and have Challenge Day. Creating a school climate that is safe, engaging, and enjoyable is a priority for the District. 22JUN2023 2023 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 • Chronic Absenteeism and Truancy • Education and support regarding youth vaping and marijuana use • Need for anti-bias curriculum NEXT STEPS • Build connections with local social-emotional support systems through multi-district consortium and county behavioral health grant • Attend and implement professional development learning regarding Trauma Informed, Restorative, and Social-Emotional Learning best practices • Research, choose, and implement anti-bias as well as smoking support programs Met 21JUN2023 2023 49707060000000 Geyserville Unified 6 "DATA: Youth Truth Data was administered January 2023 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: 39% (an decrease of 16% from January 2022 and 8% lower than the county average). 9th-12th: 38% (an decrease of 12% from January 2022 and 6% lower than the county average for Jan 2023) -Relationships Summary Data: 6th-8th: 32% (12% decrease from January 2022 and 12% below the county average). 9th-12th: 34% (a decrease 10% from January 2022 and 10% lower than the county average for Jan 2023) - ""I enjoy school most of the time"" 6th-8th: 45% (a decrease of 10% from January 2022 and 1% below the county average); 9th-12th: 46% (a decrease of 1% from January 2022 and 2% above the county average for Jan 2023) -36% ""Are students friendly to you""(3rd-5th Grade, ""Yes, very often"") (3% decrease from January 2022 and 12% lower than the county average for Jan 2023) -75% ""Do you think your teacher cares about you"" (3rd-5th Grade, ""Yes, very often"") (3% decrease from January 2022 and 3% lower than the county average for Jan 2023) -61% ""Do you feel like a real part of your school community"" (3rd-5th Grade, ""Yes, very often"") (6% decrease from January 2022 and 30% above the county average for Jan 2023) School Safety related student survey data was the question ""Do you feel safe during school?"" -6th-8th: 58% (a decrease of 4% from January 2022 and 1% above than the county average). -9th-12th: 52% (a decrease of 11% from January 2022 and 10% lower than the county average). -3rd-5th: 98% ""Yes, very safe."" and ""Somewhat safe."" (10% higher than January 2022) MEANING: Students took the Youth Truth survey in January of 2023 and January of 2022. We have seen a decline in relationships, belonging, and school safety. We will continue to implement the LCAP goals and actions to build strong, positive school cultures. 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 14JUN2023 2023 49707140000000 Gravenstein Union Elementary 6 The California Healthy Kids Survey (CHKS) was administered to the 5th and 7th graders in our district in March of the 2018/19 school year. Key data points from the survey indicate a very positive climate. 5th grade results showed 98% of students reported feeling safe or very safe at school, 88% indicated feeling connected to school, and 81% of students feel that there is at least one caring adult at school. 7th grade results were as follows: 80% of students reported feeling safe or very safe at school, 79% indicated feeling connected to school, and 70% of students feel that there is at least one caring adult at school. From our parent survey conducted in the spring of 2023, 94% of parents agree that their child’s school is a safe place for their student and 92% of parents agree that their child’s school promotes values that they support. The CHKS data and the parent survey data, combined with other data sources we are looking at (California Dashboard, suspension rates, truancy and chronic absenteeism rates, local academic assessments) indicate that the Gravenstein Union School District has a very strong core program that enjoys a significant amount of student and parent approval 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 Met 13JUN2023 2023 49707146051742 Gravenstein Elementary 6 The California Healthy Kids Survey (CHKS) was administered to the 5th graders at Gravenstein Elementary School in September of the 2021/22 school year. Key data points from the survey indicate a very positive climate: 98% of students reported feeling safe most or all of the time at school (up from 91% in 18/19), 88% indicated feeling connected to school (up from 85%), and 81% of students feel that there is at least one caring adult at school (down from 85%). From our parent survey conducted in the spring of 2023, 94% of parents agree that their child’s school is a safe place for their student and 92% of parents agree that their child’s school promotes values that they support. The CHKS data and the parent survey data, combined with other data sources we are looking at (California Dashboard, suspension rates, truancy and chronic absenteeism rates, local academic assessments) indicate that Gravenstein Elementary has a very strong core program that enjoys a significant amount of student and parent approval 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. Met 13JUN2023 2023 49707146051759 Hillcrest Middle 6 Hillcrest: The California Healthy Kids Survey (CHKS) was administered to the 7th graders at Hillcrest Middle School in September of the 2021/22 school year. Key data points from the survey indicate a very positive climate: 80% of students reported feeling safe most or all of the time at school (up from 73% in 18/19), 79% indicated feeling connected to school, and 70% of students feel that there is at least one caring adult at school. From our parent survey conducted in the spring of 2023, 94% of parents agree that their child’s school is a safe place for their student and 92% of parents agree that their child’s school promotes values that they support. The CHKS data and the parent survey data, combined with other data sources we are looking at (California Dashboard, suspension rates, truancy and chronic absenteeism rates, local academic assessments) indicate that Hillcrest Middle School has a very strong core program that enjoys a significant amount of student and parent approval and support. The data also tells us that when disaggregating our results, we have student groups (Students with Disability(ies), Socioeconomically Disadvantaged, Hispanic) 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 Met 13JUN2023 2023 49707220000000 Guerneville Elementary 6 "DATA: Youth Truth Data was administered January 2023 as part of a countywide pilot program. 62 elementary students were surveyed (grades 3-5) and 75 middle school students were surveyed. School connectedness related student survey data was the overall categories of ""Belonging"" and ""Relationships"". -Belonging Summary Data: ES: 18% (17% lower than 2022, 15% lower than the county in 2023) MS: 41% (4% higher than 2022, 6% lower than the county in 2023) -Relationships Summary Data: ES: 77% (41% higher than 2022, 1% higher than the county in 2023) MS: 34% (13% lower than 2022, 8% lower than the county in 2023) -3rd-5th: ""Do you like going to school?"" 34% (2% lower than 2022, 1% lower than the county in 2023) -6th-8th ""I enjoy school most of the time"" 36% (11% lower than 2022, 8% lower than the county in 2023) School Safety related the student survey question ""Do you feel safe during school?"" -3rd-5th: 36% (15% lower than 2022, 23% lower than the county in 2023) -6th-8th: 43% (6% lower than 2022, 6% lower than the county in 2023) MEANING: This data provides us with a baseline moving forward to determine how our efforts during the 2023-2024 will impact student connectedness and school safety. We saw a decrease on our monitored school climate questions. However, for grades 3-5 we did see a significant increase in the “Relationship” category. There was a decrease in students reporting a percent positive rate to ""I enjoy school most of the time"" or ""Do you like going to class?"" It is important to improve student engagement and school climate to better improve learning outcomes. 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 26JUN2023 2023 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. 74 students in CPC-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, 26 students in grades 6-8, and 48 students in grades 9-12. 98.6% of students agreed that their teacher cares about their education and helps them to succeed. 95.9% of students indicated that they feel safe a welcome to meet with their teacher to discuss their school work. 91.2% of students indicated that if they have a problem, they know someone at school they can talk to for support. 100% of students stated that overall, they feel satisfied with their school. MEANING Areas of strenght are that the survey results indicate that, CPC-SO has a high overall student approval rating, and students feel safe and connected at school. Areas of growth, barriers, and challenges include increasing 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.CPCS will continue to focus on 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. Met 20JUN2023 2023 49707226051767 Guerneville Elementary (Charter) 6 "DATA: Youth Truth Data was administered January 2023 as part of a countywide pilot program. 62 elementary students were surveyed (grades 3-5) and 75 middle school students were surveyed. School connectedness related student survey data was the overall categories of ""Belonging"" and ""Relationships"". -Belonging Summary Data: ES: 18% (17% lower than 2022, 15% lower than the county in 2023) MS: 41% (4% higher than 2022, 6% lower than the county in 2023) -Relationships Summary Data: ES: 77% (41% higher than 2022, 1% higher than the county in 2023) MS: 34% (13% lower than 2022, 8% lower than the county in 2023) -3rd-5th: ""Do you like going to school?"" 34% (2% lower than 2022, 1% lower than the county in 2023) -6th-8th ""I enjoy school most of the time"" 36% (11% lower than 2022, 8% lower than the county in 2023) School Safety related the student survey question ""Do you feel safe during school?"" -3rd-5th: 36% (15% lower than 2022, 23% lower than the county in 2023) -6th-8th: 43% (6% lower than 2022, 6% lower than the county in 2023) MEANING: This data provides us with a baseline moving forward to determine how our efforts during the 2023-2024 will impact student connectedness and school safety. We saw a decrease on our monitored school climate questions. However, for grades 3-5 we did see a significant increase in the “Relationship” category. There was a decrease in students reporting a percent positive rate to ""I enjoy school most of the time"" or ""Do you like going to class?"" It is important to improve student engagement and school climate to better improve learning outcomes. 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 26JUN2023 2023 49707300000000 Harmony Union Elementary 6 PRORITY 6 DATA: Family members at Harmony were surveyed in January 2023 about their perceptions of their school in terms of Engagement, Relationships, Culture, School Safety, Resources, and Communication and Feedback. In order to put feedback into context, this report compares Harmony family members' ratings to the ratings from family members at 580 other elementary schools across the country. Compared to other participating elementary schools, Harmony's highest rated themes were: • Relationships • Culture and the lowest rated themes were: • Communication & Feedback • Engagement Compared to other participating elementary schools, Harmony's highest rated question within the key themes was: • My school creates a friendly environment. (which is in the Culture theme) and the lowest rated question within the key themes was: • My school sets high expectations for students. (which is in the Resources theme) The report represented feedback from 79 family members. Based on the enrollment data provided, HUSD had a 48% response rate. SPECIFIC DOMAINS Engagement Summary Measure • The degree to which families are engaged in their school and empowered to influence decision making: 67 percentile, higher than county (63rd percentile for County Schools) Relationships Summary Measure • This summary measure describes the degree to which families experience positive relationships in their school based on respect, care and approachability: 94th Percentile significantly higher than county (57th percentile for County Schools) Culture Summary Measure • This summary measure describes the degree to which families believe their school fosters shared goals, respect, fairness, and diversity: 91st percentile, significantly higher than county (50th percentile for County Schools) Communication & Feedback Summary Measure • This summary measure describes the degree to which there are open and effective lines of communication between families and schools. 49th percentile, lower than county peers. (63rd percentile for County Schools) Resources Summary Measure • This summary measure describes the degree to which families believe that their school deploys the necessary resources to support students. 71st Percentile, higher than county peers (53rd percentile for County Schools) School Safety Summary Measure • This summary measure describes the degree to which families believe that their school is a safe place for students: 84th Percentile, higher than county peers, (51st percentile for County Schools) MEANING FOR THE LEA: Areas of strength The LEA exhibited strength in relationships and culture and student sense of the school having a friendly environment. Areas for growth The LEA Has much room for development in the communications and feedback model. The LEA showed the most growth in the student belonging category. Areas of challenges The LEA exhibited weakness in Communications and Feedback and Engagement and the sense that the school had high academic standa Met 15JUN2023 2023 49707306110639 Salmon Creek School - A Charter 6 PRORITY 6 DATA: Family members at Harmony were surveyed in January 2023 about their perceptions of their school in terms of Engagement, Relationships, Culture, School Safety, Resources, and Communication and Feedback. In order to put feedback into context, this report compares Harmony family members' ratings to the ratings from family members at 580 other elementary schools across the country. Compared to other participating elementary schools, Harmony's highest rated themes were: • Relationships • Culture and the lowest rated themes were: • Communication & Feedback • Engagement Compared to other participating elementary schools, Harmony's highest rated question within the key themes was: • My school creates a friendly environment. (which is in the Culture theme) and the lowest rated question within the key themes was: • My school sets high expectations for students. (which is in the Resources theme) The report represented feedback from 79 family members. Based on the enrollment data provided, HUSD had a 48% response rate. SPECIFIC DOMAINS Engagement Summary Measure • The degree to which families are engaged in their school and empowered to influence decision making: 67 percentile, higher than county (63rd percentile for County Schools) Relationships Summary Measure • This summary measure describes the degree to which families experience positive relationships in their school based on respect, care and approachability: 94th Percentile significantly higher than county (57th percentile for County Schools) Culture Summary Measure • This summary measure describes the degree to which families believe their school fosters shared goals, respect, fairness, and diversity: 91st percentile, significantly higher than county (50th percentile for County Schools) Communication & Feedback Summary Measure • This summary measure describes the degree to which there are open and effective lines of communication between families and schools. 49th percentile, lower than county peers. (63rd percentile for County Schools) Resources Summary Measure • This summary measure describes the degree to which families believe that their school deploys the necessary resources to support students. 71st Percentile, higher than county peers (53rd percentile for County Schools) School Safety Summary Measure • This summary measure describes the degree to which families believe that their school is a safe place for students: 84th Percentile, higher than county peers, (51st percentile for County Schools) MEANING FOR THE LEA: Areas of strength The LEA exhibited strength in relationships and culture and student sense of the school having a friendly environment. Areas for growth The LEA Has much room for development in the communications and feedback model. The LEA showed the most growth in the student belonging category. Areas of challenges The LEA exhibited weakness in Communications and Feedback and Engagement and the sense that the school had high academic standa Met 15JUN2023 2023 49707306120588 Pathways Charter 6 Each year, Pathways conducts several surveys of the school community and the information gleaned thereby informs the school's goals. Results consistently indicate strong satisfaction, and highlights of the most recent survey of parents/guardians include the following: 93% of families are satisfied or strongly satisfied with Pathways; 93% agree or strongly agree that teachers support and encourage students to succeed; 78% agree or strongly agree that students are connected to the school; and 97% of families agree or strongly agree that Pathways is a safe school. (Note: Although we would like to see a higher percentage of our families report that their students feel connected to the school -- and we will continue in our efforts to build a sense of community amongst all our students -- given the non-classroom-based structure of our program, it is not surprising.) We will continue to seek parent/guardian input on areas for improvement. Met 22JUN2023 2023 49707630000000 Horicon Elementary 6 -90% of our parents indicate they agree or strongly agree that the school allows input and welcomes parents’ contributions -79% of our parents indicate they agree or strongly agree that the school actively seeks the input of parents before making important decisions -95% of our parents indicate they have attended a school or class event, served as a volunteer, attended a general school meeting, or has gone to a regularly scheduled parent conference. -91% of our parents indicated they agree or strongly agree that they feel welcome to participate at this school. While the returned survey results show a highly level of performance, our number of returned surveys are lower than desired, and fails to represent more than 50% of the parents at our school. Historically, surveys are not returned during times of success and are only returned in bulk during times of challenge (such as during the COVID-19 pandemic when upwards of 75% of surveys were returned.) Our actions to improve communications, support, and education have been fully implemented and are showing sustained success. We will continue to sustain these actions and will continue measuring student data and performance. Not Met 09OCT2023 2023 49707890000000 Kenwood 6 Based on the key learnings from our annual survey, we have discovered that our students, in general feel good about attending Kenwood Elementary School. 99% of the students surveyed feel Good or Average about school overall. 97% feel Great average about their interactions with other students and adults on campus. While 94% feel good about their interactions during lunch or recess. These high ratings are common for Kenwood School and shows that one of our strengths is in the area of Social Emotional learning. Because we are such a small school with around 113 students, our staff has the ability to really get to know each student and understand how to best support individuals. When difficulties do arise, we discuss how to make adjustments, as a staff. These findings will be shared with our Board of Trustees at our June Board Meeting. Through parent feedback we realized there was a need for inclusivity and acceptance. We have begun working with the Common Ground Society to help our students and staff better understand individual differences and how to foster relationships with others. We will continue this partnership with the Common Ground Society and look for other ways to improve in the is area. We are also setting up Professional Development Workshops over the summer to train our entire staff in Restorative Practices. Based on staff input we felt it necessary to move away from a punitive approach to discipline and to help students learn to problem solve and communicate when there are disagreements. Met 08JUN2023 2023 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. Met 15JUN2023 2023 49707970107284 California Virtual Academy @ Sonoma 6 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, the school has/will implement the following: • LC Community social platform for parents/LCs to connect with other CAVA parents/LCs schoolwide and within specific grade bands, providing relevant and meaningful connections, information, resources, and support. • Coffee Chats in English and Spanish for parents and LCs to make connections, share information and resources, and build relationships. • ParentSquare schoolwide communication platform, weekly schoolwide and department newsletters/updates, email, phone calls, and announcements and updates shared in daily live class connects sessions. • Schoolwide initiatives to encourage and support fitness and movement. • Schoolwide Social and Emotional Learning (SEL) plan to drive the implementation to better support teachers/staff and positively impact the school's culture. The comprehensive plan includes the importance of behavioral and physical health. • Extended onboarding to support new students and LCs including adding 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/opportunities, video tutorials, transition support for Elem-MS-HS transitions, and family newsletters. • Care Solace • Expanded support, school supplies and holiday gifts for MKV and Foster Youth • Resources and support for families in need • Comprehensive summer plan to engage students, provide social interaction for students and families who are continuing with CAVA, new to CAVA, and students who need additional academic support. • Opportunities for students to interact in Class Connect (CC) sessions through the implementation of project-based learning and 3 Signature Practices (CASEL). • Service-learning course for students in grades 9-12, and service-learning opportunities are being offered schoolwide, including o Red Ribbon Week (Oct) o Operation Gratitude (Dec) o National School Choice/Talent Showcase (Jan) • In-person events offered to students, including school wide back-to-school park day, monthly all-school outing days, service-learning projects, clubs, e-Sports, picture day, pop-up events, and in-person celebrations, to create opportunities for students in geographical areas to connect and make friends. Met 12JUN2023 2023 49707970139568 Heartwood Charter 6 School climate efforts were again expanded this year after Covid restrictions were progressively lifted. The school climate improved significantly again this past year with more in person activities, including parent-attended events. Selected student group activities were expanded to include art, music, crafting, cooking, and hiking. School events were expanded with outdoor in-person school plays and events. Group instruction programs returned to in-person learning where available, which aided attendance. Parent conferences continued with an in-person format, which continued to improve parent engagement. Planned staff additions for literacy and math specialists to enhance specific learning was not implemented as planned due to staffing shortages and unavailability of qualified candidates. However, focused learning in these areas was implemented with a reduced scope with existing staff. Met 27JUN2023 2023 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. Met 15JUN2023 2023 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. Met 15JUN2023 2023 49708050000000 Mark West Union Elementary 6 The District reviewed data resulting from the YouthTruth survey in which students, parents, and staff participated. It measures perceptions across various educational domains. Additional data was obtained through the annual counselors' report, school discipline/referrals, suspension data, and attendance reports. Key learnings pointed toward district successes in student discipline as suspensions were reduced by 31% over last year and in student's benefitting from in-school counseling services (71% improvement in social-emotional functioning). Reductions in suspensions may be related to staff training that has occurred throughout the year in positive behavior intervention strategies. Yet, suspension of students with disabilities is high (42% of suspensions). YouthTruth data suggested in general that parents are satisfied with their schools and feel connected. Students also feel connected to their school. Areas for growth include improving school attendance as our data show 27% chronic absenteeism. A root-cause analysis conducted by the District determined that COVID-19 and family vacations have significantly contributed to chronic absenteeism. As a result of these findings, the District plans to continue or implement the following: 1. Upon an informative and reflective discussion with school administrators, it became evident that not all school sites were inputting office referrals consistently into the database and the behavior that constituted an office referral was not consistent across schools either. Through the progress being made on developing the District’s Multi-tiered Systems of Support he District (MTSS), the schools are working to firm up the discipline metric by establishing an expectation of regular, consistent data input of office referrals at each school site and clarification of behavior that constitutes an office referral vs class management. 2. In the area of suspensions, the District has offered Positive Behavior Intervention Supports (PBIS) training in an effort to reduce suspensions and other behavioral infractions and to give alternatives to suspension when appropriate. Additionally, the hiring of a new school counselor served to address student behavioral and mental health needs proactively. These two ventures have been in development this year, and we expect to see a greater positive impact next year. 3. Regarding chronic absenteeism, the District plans to increase parent education with regards to attendance policies, independent study agreements, and the impact in-school attendance has on a child’s success in education. Met 08JUN2023 2023 49708050105890 Mark West Charter 6 The District reviewed data resulting from the YouthTruth survey in which students, parents, and staff participated. It measures perceptions across various educational domains. Additional data was obtained through the annual counselors' report, school discipline/referrals, suspension data, and attendance reports. Key learnings pointed toward district successes in student discipline as suspensions were reduced by 31% over last year and in student's benefitting from in-school counseling services (71% improvement in social-emotional functioning). Reductions in suspensions may be related to staff training that has occurred throughout the year in positive behavior intervention strategies. Yet, suspension of students with disabilities is high (42% of suspensions). YouthTruth data suggested in general that parents are satisfied with their schools and feel connected. Students also feel connected to their school. Areas for growth include improving school attendance as our data show 27% chronic absenteeism. A root-cause analysis conducted by the District determined that COVID-19 and family vacations have significantly contributed to chronic absenteeism. As a result of these findings, the District plans to continue or implement the following: 1. Upon an informative and reflective discussion with school administrators, it became evident that not all school sites were inputting office referrals consistently into the database and the behavior that constituted an office referral was not consistent across schools either. Through the progress being made on developing the District’s Multi-tiered Systems of Support he District (MTSS), the schools are working to firm up the discipline metric by establishing an expectation of regular, consistent data input of office referrals at each school site and clarification of behavior that constitutes an office referral vs class management. 2. In the area of suspensions, the District has offered Positive Behavior Intervention Supports (PBIS) training in an effort to reduce suspensions and other behavioral infractions and to give alternatives to suspension when appropriate. Additionally, the hiring of a new school counselor served to address student behavioral and mental health needs proactively. These two ventures have been in development this year, and we expect to see a greater positive impact next year. 3. Regarding chronic absenteeism, the District plans to increase parent education with regards to attendance policies, independent study agreements, and the impact in-school attendance has on a child’s success in education. Met 08JUN2023 2023 49708056051858 San Miguel Elementary 6 The District reviewed data resulting from the YouthTruth survey in which students, parents, and staff participated. It measures perceptions across various educational domains. Additional data was obtained through the annual counselors' report, school discipline/referrals, suspension data, and attendance reports. Key learnings pointed toward district successes in student discipline as suspensions were reduced by 31% over last year and in student's benefitting from in-school counseling services (71% improvement in social-emotional functioning). Reductions in suspensions may be related to staff training that has occurred throughout the year in positive behavior intervention strategies. Yet, suspension of students with disabilities is high (42% of suspensions). YouthTruth data suggested in general that parents are satisfied with their schools and feel connected. Students also feel connected to their school. Areas for growth include improving school attendance as our data show 27% chronic absenteeism. A root-cause analysis conducted by the District determined that COVID-19 and family vacations have significantly contributed to chronic absenteeism. As a result of these findings, the District plans to continue or implement the following: 1. Upon an informative and reflective discussion with school administrators, it became evident that not all school sites were inputting office referrals consistently into the database and the behavior that constituted an office referral was not consistent across schools either. Through the progress being made on developing the District’s Multi-tiered Systems of Support he District (MTSS), the schools are working to firm up the discipline metric by establishing an expectation of regular, consistent data input of office referrals at each school site and clarification of behavior that constitutes an office referral vs class management. 2. In the area of suspensions, the District has offered Positive Behavior Intervention Supports (PBIS) training in an effort to reduce suspensions and other behavioral infractions and to give alternatives to suspension when appropriate. Additionally, the hiring of a new school counselor served to address student behavioral and mental health needs proactively. These two ventures have been in development this year, and we expect to see a greater positive impact next year. 3. Regarding chronic absenteeism, the District plans to increase parent education with regards to attendance policies, independent study agreements, and the impact in-school attendance has on a child’s success in education. Met 08JUN2023 2023 49708056111066 John B. Riebli Elementary 6 The District reviewed data resulting from the YouthTruth survey in which students, parents, and staff participated. It measures perceptions across various educational domains. Additional data was obtained through the annual counselors' report, school discipline/referrals, suspension data, and attendance reports. Key learnings pointed toward district successes in student discipline as suspensions were reduced by 31% over last year and in student's benefitting from in-school counseling services (71% improvement in social-emotional functioning). Reductions in suspensions may be related to staff training that has occurred throughout the year in positive behavior intervention strategies. Yet, suspension of students with disabilities is high (42% of suspensions). YouthTruth data suggested in general that parents are satisfied with their schools and feel connected. Students also feel connected to their school. Areas for growth include improving school attendance as our data show 27% chronic absenteeism. A root-cause analysis conducted by the District determined that COVID-19 and family vacations have significantly contributed to chronic absenteeism. As a result of these findings, the District plans to continue or implement the following: 1. Upon an informative and reflective discussion with school administrators, it became evident that not all school sites were inputting office referrals consistently into the database and the behavior that constituted an office referral was not consistent across schools either. Through the progress being made on developing the District’s Multi-tiered Systems of Support he District (MTSS), the schools are working to firm up the discipline metric by establishing an expectation of regular, consistent data input of office referrals at each school site and clarification of behavior that constitutes an office referral vs class management. 2. In the area of suspensions, the District has offered Positive Behavior Intervention Supports (PBIS) training in an effort to reduce suspensions and other behavioral infractions and to give alternatives to suspension when appropriate. Additionally, the hiring of a new school counselor served to address student behavioral and mental health needs proactively. These two ventures have been in development this year, and we expect to see a greater positive impact next year. 3. Regarding chronic absenteeism, the District plans to increase parent education with regards to attendance policies, independent study agreements, and the impact in-school attendance has on a child’s success in education. Met 08JUN2023 2023 49708130000000 Monte Rio Union Elementary 6 Not Met For Two or More Years 2023 49708210000000 Montgomery Elementary 6 Montgomery Elementary School administered a survey to students in grades 3-8. Areas of stregnth from students and staff: The school provides social-emotional support for students and staff The school provides tutoring support for students The school provides workshops and mentoring supports for staff There is an adult whom I trust and can go to for help Areas of growth from students and staff: The school should work to increase parent involvement The school should effectively address attendance and absenteeism The school should use more student and parent input to improve instruction Met 12JUN2023 2023 49708390000000 Oak Grove Union Elementary 6 "DATA: Youth Truth Data was administered January 2023 as part of a countywide pilot program. 180 elementary students were surveyed (grades 3-5) and 387 middle school students (grade 6-8) were surveyed. School connectedness related student survey data was the overall categories of ""Belonging"" and ""Relationships"". -Belonging Summary Data: OGES: 37% (4% better than the county average). WMS: 48% (a decrease of 11% from January 2022, however, 1% better than the county average for Jan 2023) -Relationships Summary Data: OGES: 81% (an increase of 5% from January 2022 and 5% better than the county average). WMS: 46% (a decrease 7% from January 2022 and 2% better than the county average for Jan 2023) -OGES: ""Do you like going to class?"" 34% (a decrease of 15% from January 2022 and 1% below the county average for Jan 2023) -WMS ""I enjoy school most of the time"" 41% (a decrease of 10% from January 2022 and 3% below the county average for Jan 2023) School Safety related student survey data was the question ""Do you feel safe during school?"" -OGES:67% (no change from January 2022 and 8% better than the county average for Jan 2023). -WMS:59% (a decrease of 10% from January 2022 and 2% better than the county average for Jan 2023). MEANING: Students took the Youth Truth survey in January of 2023. 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 was far from normal. This data provides us with a baseline moving forward to determine how our efforts during the 2023-2024 will impact student connectedness and school safety. There was a significant decrease in students reporting a percent positive rate to ""I enjoy school most of the time"" or ""Do you like going to class?"" It is important to improve student engagement experiences in the classroom to better improve learning outcomes. USES: The district is currently developing a very detailed MTSS Action Plan (listed in LCAP Action 2.2) to help support Multi tiered systems of support in order to support academic and behavioral concerns. These efforts will support and enhance the efforts of school connectedness and safety. This plan will also list the Social-emotional curriculum and supports provided to students. 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 20JUN2023 2023 49708390138065 Pivot Charter School - North Bay 6 1. DATA: A local climate survey of Pivot Charter School students and parents was conducted. Results were generally positive, with 94.8% of students indicating they felt Pivot was a welcoming and friendly place, 76.9% 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 92.1% indicating that they were satisfied with Pivot Charter School and 92.1% 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, 81.6% indicated that they believed their student was prepared. 2. MEANING: An area indicated as a need for improvement was in the area of social and emotional development and counseling. Many students commented that they want to see more clubs or social events at the resource center. 3. USE: Next year we will be launching a program called Pivot PRIDE across all Pivot campuses with the goal of improved culture and climate along with explicit Social Emotional Learning targets. This program will include the development of Pivot core values that are streamlined for best student and community understanding using the letters of PRIDE. Each month of the school year will be focused on a different letter/value which is also connected to a Social-Emotional Learning key competency. For example in September the focus will be PERSEVERANCE and the SEL competency of Self-Awareness. Throughout the month there will be weekly homeroom lessons focused on the related SEL skills, monthly fun pep rallies around the core value, and challenges that students will participate in throughout the month to earn badges and positive recognition. Each month resources will also be sent to student’s caregivers extending the work being done at school. There will also be increased on-campus events and opportunities through Pivot PRIDE, in addition to the virtual events such as pep rallies and homerooms. Met 15JUN2023 2023 49708396051890 Oak Grove Elementary/Willowside Middle 6 "DATA: Youth Truth Data was administered January 2023 as part of a countywide pilot program. 180 elementary students were surveyed (grades 3-5) and 387 middle school students (grade 6-8) were surveyed. School connectedness related student survey data was the overall categories of ""Belonging"" and ""Relationships"". -Belonging Summary Data: OGES: 37% (4% better than the county average). WMS: 48% (a decrease of 11% from January 2022, however, 1% better than the county average for Jan 2023) -Relationships Summary Data: OGES: 81% (an increase of 5% from January 2022 and 5% better than the county average). WMS: 46% (a decrease 7% from January 2022 and 2% better than the county average for Jan 2023) -OGES: ""Do you like going to class?"" 34% (a decrease of 15% from January 2022 and 1% below the county average for Jan 2023) -WMS ""I enjoy school most of the time"" 41% (a decrease of 10% from January 2022 and 3% below the county average for Jan 2023) School Safety related student survey data was the question ""Do you feel safe during school?"" -OGES:67% (no change from January 2022 and 8% better than the county average for Jan 2023). -WMS:59% (a decrease of 10% from January 2022 and 2% better than the county average for Jan 2023). MEANING: Students took the Youth Truth survey in January of 2023. 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 was far from normal. This data provides us with a baseline moving forward to determine how our efforts during the 2023-2024 will impact student connectedness and school safety. There was a significant decrease in students reporting a percent positive rate to ""I enjoy school most of the time"" or ""Do you like going to class?"" It is important to improve student engagement experiences in the classroom to better improve learning outcomes. USES: The district is currently developing a very detailed MTSS Action Plan (listed in LCAP Action 2.2) to help support Multi tiered systems of support in order to support academic and behavioral concerns. These efforts will support and enhance the efforts of school connectedness and safety. This plan will also list the Social-emotional curriculum and supports provided to students. 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 20JUN2023 2023 49708470000000 Old Adobe Union 6 The Youth Truth survey was administered in 2022-23 and addressed the following areas: 1. Engagement 2. Relationships 3. Culture 4. Belonging Youth Truth data showed slightly lower ratings in some areas including student belonging. This is a clear indicator for the need to continue the actions implemented this year, including understanding the reasons why students feel less connected to peers and school. We will implement actions and implement new actions as needed. The data reflects the continued need to address behavior, respect, and inclusiveness. Second Step SEL curriculum has help give an articulated consistent delivery of important skills of empathy. However, Youth Truth data did not reflect a positive change in student perceptions. Future planned actions to support student perception of safety (as measure in the above categories) will be to: - Building our capacity to do restorative work with on-going professional development for certificated, classified, and administrative staff members. This will give staff more skills in building safe, classroom communities and schools who can work together to solve conflicts and issues, and build relationships. - Implement clear, PBIS expectations school-wide for Tier 1 behaviors and positive reinforcement. This includes creating systems to teach expectations, reinforce, and support students. - Continuing to build consistent, articulated delivery of SEL curriculum in every classroom to ensure Tier 1 delivery of SEL skills and knowledge and incorporate the Second Step themes into school wide PBIS activities. The Youth Truth survey will continue to be used in the 2023-24 school year for a more in-depth look at student perception. Not Met 14SEP2023 2023 49708470119750 River Montessori Elementary Charter 6 Feedback from the annual student survey indicates that 89% of students are happy at RMCS, 86% believe RMCS is a peaceful or very peaceful school. 90% think that most students are kind and 89% indicate that their teacher is kind, and 81% of students report that their teacher expects them to do their best work. Relationships lead in successful social emotional development and cognitive and academic success follows. Results are shared with teachers and support staff to indicate how students think and feel about school, their learning, assignments, work and studies, the classroom, teacher, social experience, safety, specifics regarding where they would like help, what the school needs or could do better. Revisions, decisions, and actions in response to the annual survey include simplifying the student experience with fewer special academic events that consume student time and take away from their daily academic pursuits, begining the school year with increased activities and opportunities for social development, both inter- and intrapersonally, a support program for the integration of mind and body for increased self-awareness, personal-regulation, confidence, social skills, and greater academic persistence and success, strategies for individual class academics enhancement, individualized tutoring, supports,and family partnership for students in need academically or personally, and action plans for cultivating relationships among teachers and individual students. Met 28JUN2023 2023 49708470127555 Loma Vista Immersion Academy 6 Not Met 2023 49708476051924 Old Adobe Elementary Charter 6 Not Met 2023 49708476072136 Miwok Valley Elementary Charter 6 Not Met 2023 49708476114755 Sonoma Mountain Elementary 6 Not Met 2023 49708700000000 Piner-Olivet Union Elementary 6 POUSD uses the YouthTruth Survey to survey its community: students, staff and families on school climate. Below are the percentages for school safety, connectedness based on a friendly and welcoming environment for parents and belonging for students, and staff engaged with the school community. School Safety: POUSD used the YouthTruth Survey question that surveyed the percentage of parents who feel their child's learning environment is safe. The results were 76% of parents felt that their child's learning environment is safe. Our goal is to increase the percentage of parents that feel the school is a safe learning environment for their child by 3% each year. In order to do this, we will communicate our School Safety Plan, practice steps outlined in plan, and follow procedures as developed. In addition, we will increase professional development and implementation of Restorative Practices in our school environment. Connectedness: POUSD used the YouthTruth Survey question that surveyed the percentage of parents who feel the school is welcoming and friendly. The results were 89% of parents felt that the school creates a friendly environment. Our goal is to increase the percentage of parents that feel the school is welcoming and friendly by 5% each year. In order to do this, we will provide more inclusive events and increase participation through individual invitations. POUSD used the YouthTruth Survey question that surveyed the percentage of students who feel they have a sense of belonging in their school community. The results were 22% of students felt belonging in their school community. Our goal is to increase the percentage of students that feel belonging by over 50% in the next few years. In order to do this, we will provide restorative practices, school equity goals, student leadership and listen to our student voices of their perspective of how to increase belonging in their school community. Engagement: POUSD used the YouthTruth Survey question that surveyed the percentage of staff who felt engaged in the school community. The results were 74% of staff felt engaged in the school community. Our goal is to increase the percentage of staff that feel engaged in the school community by 5% each year. In order to do this, we will provide more community circles during staff meetings, 1:1 meetings and Instructional Leadership Teams at school sites. Not Met For Two or More Years 11OCT2023 2023 49708700106344 Northwest Prep Charter 6 POUSD uses the YouthTruth Survey to survey its community: students, staff, and families on school climate. Below are the percentages for school safety, connectedness based on a friendly and welcoming environment for parents and student belonging, and staff engagement with the school community. School Safety: POUSD used the YouthTruth Survey question that surveyed the percentage of parents who feel their child's learning environment is safe. The results showed that 84% of parents felt that their child's learning environment was safe. Our goal is to increase the percentage of parents who feel the school is a safe learning environment for their children by 3% each year. In order to do this, we will communicate our School Safety Plan, practice steps outlined in the plan, and follow procedures as developed. In addition, we will increase professional development and implementation of Restorative Practices in our school environment. Connectedness: POUSD used the YouthTruth Survey question that surveyed the percentage of parents who feel the school is welcoming and friendly. The results were that 91% of parents felt that the school creates a friendly environment. Our goal is to increase the percentage of parents who feel the school is welcoming and friendly by 5% each year. In order to do this, we will provide more inclusive events and increase participation through individual invitations. POUSD used the YouthTruth Survey question that surveyed the percentage of students who feel they have a sense of belonging in their school community. The results were that 66% of students felt a sense of belonging in their school community. Our goal is to increase the percentage of students who feel a sense of belonging by 20% in the next few years. In order to do this, we will provide restorative practices, school equity goals, and student leadership and listen to our student voices of their perspective on how to increase belonging in their school community. Engagement: POUSD used the YouthTruth Survey question that surveyed the percentage of staff who felt engaged in the school community. The results were that 71% of staff felt engaged in the school community. Our goal is to increase the percentage of staff that feel engaged in the school community by 5% each year. In order to do this, we will provide more community circles during staff meetings, 1:1 meetings, and Instructional Leadership Teams at school sites. Not Met For Two or More Years 11OCT2023 2023 49708706066344 Olivet Elementary Charter 6 Not Met For Two or More Years 2023 49708706109144 Morrice Schaefer Charter 6 POUSD uses the YouthTruth Survey to survey its community: students, staff and families on school climate. Below are the percentages for school safety, connectedness based on a friendly and welcoming environment for parents and belonging for students, and staff engaged with the school community. School Safety: POUSD used the YouthTruth Survey question that surveyed the percentage of parents who feel their child's learning environment is safe. The results were 76% of parents felt that their child's learning environment is safe. Our goal is to increase the percentage of parents that feel the school is a safe learning environment for their child by 3% each year. In order to do this, we will communicate our School Safety Plan, practice steps outlined in plan, and follow procedures as developed. In addition, we will increase professional development and implementation of Restorative Practices in our school environment. Connectedness: POUSD used the YouthTruth Survey question that surveyed the percentage of parents who feel the school is welcoming and friendly. The results were 89% of parents felt that the school creates a friendly environment. Our goal is to increase the percentage of parents that feel the school is welcoming and friendly by 5% each year. In order to do this, we will provide more inclusive events and increase participation through individual invitations. POUSD used the YouthTruth Survey question that surveyed the percentage of students who feel they have a sense of belonging in their school community. The results were 22% of students felt belonging in their school community. Our goal is to increase the percentage of students that feel belonging by over 50% in the next few years. In order to do this, we will provide restorative practices, school equity goals, student leadership and listen to our student voices of their perspective of how to increase belonging in their school community. Engagement: POUSD used the YouthTruth Survey question that surveyed the percentage of staff who felt engaged in the school community. The results were 74% of staff felt engaged in the school community. Our goal is to increase the percentage of staff that feel engaged in the school community by 5% each year. In order to do this, we will provide more community circles during staff meetings, 1:1 meetings and Instructional Leadership Teams at school sites. Not Met For Two or More Years 2023 49708706113492 Piner-Olivet Charter 6 POUSD uses the YouthTruth Survey to survey its community: students, staff and families on school climate. Below are the percentages for school safety, connectedness based on a friendly and welcoming environment for parents and belonging for students, and staff engaged with the school community. School Safety: POUSD used the YouthTruth Survey question that surveyed the percentage of parents who feel their child's learning environment is safe. The results were 76% of parents felt that their child's learning environment is safe. Our goal is to increase the percentage of parents that feel the school is a safe learning environment for their child by 3% each year. In order to do this, we will communicate our School Safety Plan, practice steps outlined in plan, and follow procedures as developed. In addition, we will increase professional development and implementation of Restorative Practices in our school environment. Connectedness: POUSD used the YouthTruth Survey question that surveyed the percentage of parents who feel the school is welcoming and friendly. The results were 89% of parents felt that the school creates a friendly environment. Our goal is to increase the percentage of parents that feel the school is welcoming and friendly by 5% each year. In order to do this, we will provide more inclusive events and increase participation through individual invitations. POUSD used the YouthTruth Survey question that surveyed the percentage of students who feel they have a sense of belonging in their school community. The results were 22% of students felt belonging in their school community. Our goal is to increase the percentage of students that feel belonging by over 50% in the next few years. In order to do this, we will provide restorative practices, school equity goals, student leadership and listen to our student voices of their perspective of how to increase belonging in their school community. Engagement: POUSD used the YouthTruth Survey question that surveyed the percentage of staff who felt engaged in the school community. The results were 74% of staff felt engaged in the school community. Our goal is to increase the percentage of staff that feel engaged in the school community by 5% each year. In order to do this, we will provide more community circles during staff meetings, 1:1 meetings and Leadership Teams at school sites. Not Met For Two or More Years 11OCT2023 2023 49708880000000 Kashia Elementary 6 Not Met For Two or More Years 2023 49708960000000 Rincon Valley Union Elementary 6 "2022 Youth Truth's highest rated themes were Culture and Belonging. 43% of students responded they “Always"" had an adult on campus to talk to. In 2023, that increased to 46%. Families are responding to feeling more engaged with their child’s school. 79% of families responded they ""Agree"" or ""Strongly Agree"" to the statement ""My school respects people of different races/ethnicities”. This is up from 73% in the previous year. The equity work and communication is making a positive difference with Staff and Families. We have yet to see this impact with students. Data shows only 32% of students reported “always” feeling a part of their school community, with an additional 30% reporting “most of the time”. On a 1-5 ranking, with 5 being “Strong Agree”, students selected between a 1.8 - 2.18 ranking when asked “Do you feel like an important part of your school?” The four lowest ranked sub-groups were Black or African American, Native Hawaiian or Pacific Islander, Middle Eastern or North African, and Two or More Races. Local Spring 2023, SEL Survey data showed an increased number of students (42.1%) in Grades 7-8 responded ""All of the time"" to the question ""Do the teachers and staff at school listen when you have something to say?"", an increase from 21.8% in Fall 2022. There was a 13.2% increase from being ""Very"" and ""Mostly Connected"" when answering the question ""How connected do you feel to your teacher and staff at your school?"" Through the LCAP Student Panel, we learned that students were frustrated by the unexpected behaviors happening in their classrooms and on the playground. Most marginalized subgroups are still not feeling like a part of their school community. A majority of students voiced a continued need for reinforcing and positively recognizing their efforts on campus. This correlates with the decline in the number of students who feel connected to their teacher and grownups at school and increased unexpected behaviors in classrooms. Through PBIS, we can help specific subgroups of students feel connected and overcome the extra challenges they may be facing in order to engage further in their learning. The first phase of PBIS implementation through training and coaching was completed. Training classified staff in universal SEL can address student struggles and conflict. Aligning common language and actions around the SEL needs and regulation of students is needed. Staff training and systems for Trauma-Informed Practices and community building initiatives to continue this intentional relationship connection throughout the year. Teachers are emphasizing student agency, choice, and voice in the classroom. District and site level Equity in Action teams will continue to prioritize antiracist practices. Student Advocates will support students’ universal behavioral needs. Two additional Behavior Specialists will support the increased need for intensified supports." Met 06JUN2023 2023 49708960102525 Spring Lake Charter 6 "2022 Youth Truth's highest rated themes were Culture and Belonging. 43% of students responded they “Always"" had an adult on campus to talk to. In 2023, that increased to 46%. Families are responding to feeling more engaged with their child’s school. 79% of families responded they ""Agree"" or ""Strongly Agree"" to the statement ""My school respects people of different races/ethnicities”. This is up from 73% in the previous year. The equity work and communication is making a positive difference with Staff and Families. We have yet to see this impact with students. Data shows only 32% of students reported “always” feeling a part of their school community, with an additional 30% reporting “most of the time”. On a 1-5 ranking, with 5 being “Strong Agree”, students selected between a 1.8 - 2.18 ranking when asked “Do you feel like an important part of your school?” The four lowest ranked sub-groups were Black or African American, Native Hawaiian or Pacific Islander, Middle Eastern or North African, and Two or More Races. Local Spring 2023, SEL Survey data showed an increased number of students (42.1%) in Grades 7-8 responded ""All of the time"" to the question ""Do the teachers and staff at school listen when you have something to say?"", an increase from 21.8% in Fall 2022. There was a 13.2% increase from being ""Very"" and ""Mostly Connected"" when answering the question ""How connected do you feel to your teacher and staff at your school?"" Through the LCAP Student Panel, we learned that students were frustrated by the unexpected behaviors happening in their classrooms and on the playground. Most marginalized subgroups are still not feeling like a part of their school community. A majority of students voiced a continued need for reinforcing and positively recognizing their efforts on campus. This correlates with the decline in the number of students who feel connected to their teacher and grownups at school and increased unexpected behaviors in classrooms. Through PBIS, we can help specific subgroups of students feel connected and overcome the extra challenges they may be facing in order to engage further in their learning. The first phase of PBIS implementation through training and coaching was completed. Training classified staff in universal SEL can address student struggles and conflict. Aligning common language and actions around the SEL needs and regulation of students is needed. Staff training and systems for Trauma-Informed Practices and community building initiatives to continue this intentional relationship connection throughout the year. Teachers are emphasizing student agency, choice, and voice in the classroom. District and site level Equity in Action teams will continue to prioritize antiracist practices. Student Advocate will support students’ universal behavioral needs. Two additional district Behavior Specialists will support the increased need for intensified supports." Met 06JUN2023 2023 49708966052039 Manzanita Elementary Charter 6 "2022 Youth Truth's highest rated themes were Culture and Belonging. 43% of students responded they “Always"" had an adult on campus to talk to. In 2023, that increased to 46%. Families are responding to feeling more engaged with their child’s school. 79% of families responded they ""Agree"" or ""Strongly Agree"" to the statement ""My school respects people of different races/ethnicities”. This is up from 73% in the previous year. The equity work and communication is making a positive difference with Staff and Families. We have yet to see this impact with students. Data shows only 32% of students reported “always” feeling a part of their school community, with an additional 30% reporting “most of the time”. On a 1-5 ranking, with 5 being “Strong Agree”, students selected between a 1.8 - 2.18 ranking when asked “Do you feel like an important part of your school?” The four lowest ranked sub-groups were Black or African American, Native Hawaiian or Pacific Islander, Middle Eastern or North African, and Two or More Races. Local Spring 2023, SEL Survey data showed an increased number of students (42.1%) in Grades 7-8 responded ""All of the time"" to the question ""Do the teachers and staff at school listen when you have something to say?"", an increase from 21.8% in Fall 2022. There was a 13.2% increase from being ""Very"" and ""Mostly Connected"" when answering the question ""How connected do you feel to your teacher and staff at your school?"" Through the LCAP Student Panel, we learned that students were frustrated by the unexpected behaviors happening in their classrooms and on the playground. Most marginalized subgroups are still not feeling like a part of their school community. A majority of students voiced a continued need for reinforcing and positively recognizing their efforts on campus. This correlates with the decline in the number of students who feel connected to their teacher and grownups at school and increased unexpected behaviors in classrooms. Through PBIS, we can help specific subgroups of students feel connected and overcome the extra challenges they may be facing in order to engage further in their learning. The first phase of PBIS implementation through training and coaching was completed. Training classified staff in universal SEL can address student struggles and conflict. Aligning common language and actions around the SEL needs and regulation of students is needed. Staff training and systems for Trauma-Informed Practices and community building initiatives to continue this intentional relationship connection throughout the year. Teachers are emphasizing student agency, choice, and voice in the classroom. District and site level Equity in Action teams will continue to prioritize antiracist practices. Student Advocates will support students’ universal behavioral needs. Two additional Behavior Specialists will support the increased need for intensified supports." Met 06JUN2023 2023 49708966052047 Whited Elementary Charter 6 "2022 Youth Truth's highest rated themes were Culture and Belonging. 43% of students responded they “Always"" had an adult on campus to talk to. In 2023, that increased to 46%. Families are responding to feeling more engaged with their child’s school. 79% of families responded they ""Agree"" or ""Strongly Agree"" to the statement ""My school respects people of different races/ethnicities”. This is up from 73% in the previous year. The equity work and communication is making a positive difference with Staff and Families. We have yet to see this impact with students. Data shows only 32% of students reported “always” feeling a part of their school community, with an additional 30% reporting “most of the time”. On a 1-5 ranking, with 5 being “Strong Agree”, students selected between a 1.8 - 2.18 ranking when asked “Do you feel like an important part of your school?” The four lowest ranked sub-groups were Black or African American, Native Hawaiian or Pacific Islander, Middle Eastern or North African, and Two or More Races. Local Spring 2023, SEL Survey data showed an increased number of students (42.1%) in Grades 7-8 responded ""All of the time"" to the question ""Do the teachers and staff at school listen when you have something to say?"", an increase from 21.8% in Fall 2022. There was a 13.2% increase from being ""Very"" and ""Mostly Connected"" when answering the question ""How connected do you feel to your teacher and staff at your school?"" Through the LCAP Student Panel, we learned that students were frustrated by the unexpected behaviors happening in their classrooms and on the playground. Most marginalized subgroups are still not feeling like a part of their school community. A majority of students voiced a continued need for reinforcing and positively recognizing their efforts on campus. This correlates with the decline in the number of students who feel connected to their teacher and grownups at school and increased unexpected behaviors in classrooms. Through PBIS, we can help specific subgroups of students feel connected and overcome the extra challenges they may be facing in order to engage further in their learning. The first phase of PBIS implementation through training and coaching was completed. Training classified staff in universal SEL can address student struggles and conflict. Aligning common language and actions around the SEL needs and regulation of students is needed. Staff training and systems for Trauma-Informed Practices and community building initiatives to continue this intentional relationship connection throughout the year. Teachers are emphasizing student agency, choice, and voice in the classroom. District and site level Equity in Action teams will continue to prioritize antiracist practices. Student Advocates will support students’ universal behavioral needs. Two additional Behavior Specialists will support the increased need for intensified supports." Met 06JUN2023 2023 49708966052070 Village Elementary Charter 6 "2022 Youth Truth's highest rated themes were Culture and Belonging. 43% of students responded they “Always"" had an adult on campus to talk to. In 2023, that increased to 46%. Families are responding to feeling more engaged with their child’s school. 79% of families responded they ""Agree"" or ""Strongly Agree"" to the statement ""My school respects people of different races/ethnicities”. This is up from 73% in the previous year. The equity work and communication is making a positive difference with Staff and Families. We have yet to see this impact with students. Data shows only 32% of students reported “always” feeling a part of their school community, with an additional 30% reporting “most of the time”. On a 1-5 ranking, with 5 being “Strong Agree”, students selected between a 1.8 - 2.18 ranking when asked “Do you feel like an important part of your school?” The four lowest ranked sub-groups were Black or African American, Native Hawaiian or Pacific Islander, Middle Eastern or North African, and Two or More Races. Local Spring 2023, SEL Survey data showed an increased number of students (42.1%) in Grades 7-8 responded ""All of the time"" to the question ""Do the teachers and staff at school listen when you have something to say?"", an increase from 21.8% in Fall 2022. There was a 13.2% increase from being ""Very"" and ""Mostly Connected"" when answering the question ""How connected do you feel to your teacher and staff at your school?"" Through the LCAP Student Panel, we learned that students were frustrated by the unexpected behaviors happening in their classrooms and on the playground. Most marginalized subgroups are still not feeling like a part of their school community. A majority of students voiced a continued need for reinforcing and positively recognizing their efforts on campus. This correlates with the decline in the number of students who feel connected to their teacher and grownups at school and increased unexpected behaviors in classrooms. Through PBIS, we can help specific subgroups of students feel connected and overcome the extra challenges they may be facing in order to engage further in their learning. The first phase of PBIS implementation through training and coaching was completed. Training classified staff in universal SEL can address student struggles and conflict. Aligning common language and actions around the SEL needs and regulation of students is needed. Staff training and systems for Trauma-Informed Practices and community building initiatives to continue this intentional relationship connection throughout the year. Teachers are emphasizing student agency, choice, and voice in the classroom. District and site level Equity in Action teams will continue to prioritize antiracist practices. Student Advocates will support students’ universal behavioral needs. Two additional Behavior Specialists will support the increased need for intensified supports" Met 06JUN2023 2023 49708966085229 Binkley Elementary Charter 6 "2022 Youth Truth's highest rated themes were Culture and Belonging. 43% of students responded they “Always"" had an adult on campus to talk to. In 2023, that increased to 46%. Families are responding to feeling more engaged with their child’s school. 79% of families responded they ""Agree"" or ""Strongly Agree"" to the statement ""My school respects people of different races/ethnicities”. This is up from 73% in the previous year. The equity work and communication is making a positive difference with Staff and Families. We have yet to see this impact with students. Data shows only 32% of students reported “always” feeling a part of their school community, with an additional 30% reporting “most of the time”. On a 1-5 ranking, with 5 being “Strong Agree”, students selected between a 1.8 - 2.18 ranking when asked “Do you feel like an important part of your school?” The four lowest ranked sub-groups were Black or African American, Native Hawaiian or Pacific Islander, Middle Eastern or North African, and Two or More Races. Local Spring 2023, SEL Survey data showed an increased number of students (42.1%) in Grades 7-8 responded ""All of the time"" to the question ""Do the teachers and staff at school listen when you have something to say?"", an increase from 21.8% in Fall 2022. There was a 13.2% increase from being ""Very"" and ""Mostly Connected"" when answering the question ""How connected do you feel to your teacher and staff at your school?"" Through the LCAP Student Panel, we learned that students were frustrated by the unexpected behaviors happening in their classrooms and on the playground. Most marginalized subgroups are still not feeling like a part of their school community. A majority of students voiced a continued need for reinforcing and positively recognizing their efforts on campus. This correlates with the decline in the number of students who feel connected to their teacher and grownups at school and increased unexpected behaviors in classrooms. Through PBIS, we can help specific subgroups of students feel connected and overcome the extra challenges they may be facing in order to engage further in their learning. The first phase of PBIS implementation through training and coaching was completed. Training classified staff in universal SEL can address student struggles and conflict. Aligning common language and actions around the SEL needs and regulation of students is needed. Staff training and systems for Trauma-Informed Practices and community building initiatives to continue this intentional relationship connection throughout the year. Teachers are emphasizing student agency, choice, and voice in the classroom. District and site level Equity in Action teams will continue to prioritize antiracist practices. Student Advocates will support students’ universal behavioral needs. Two additional Behavior Specialists will support the increased need for intensified supports." Met 06JUN2023 2023 49709040000000 Roseland 6 "DATA: YouthTruth surveys were administered in January 2023 as part of a countywide effort. 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: 36% (3% higher than the county average). • Relationships Summary Data: 81% (5% higher than the county average). • ""I like attending my class"" 31% (4% lower than the county average); • ""Are students friendly to you"" 56% (8% above county average); • ""Do you feel like an important part of your school?"" 32% (1% above county average) School Safety: ""Do you feel safe during school?"" • 62% (3% above county average). MEANING: Students took the YouthTruth survey in January of 2023. Based on our data collection, strong relationships between students and school staff are evident. However, results show that it is critical that the district continue to focus on social-emotional wellbeing and student behavior. Students who have experienced trauma, as well as those experiencing feelings of unhappiness and stress must continue to receive comprehensive support. Some of the ways the district is addressing this is through Social-Emotional Learning in the classroom, increased school counseling services, and assistance in accessing community resources. Particular focus areas for the 2023-24 school year include continuing to address trauma and to provide positive behavior supports, as well as increasing the percent of students who feel a sense of belonging at school. 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." Met 14JUN2023 2023 49709040101923 Roseland Charter 6 DATA: To measure our progress in promoting a positive, healthy school climate, the charter school conducts an annual student Youth Truth survey for students. Additionally, seventh, ninth and eleventh grade students participate in the CA Healthy Kids Survey every other year. Through these surveys, we collect data related to student perceptions of school safety and connectedness, as well as social-emotional wellbeing. Survey results are used to determine focus or challenge areas to address. Results are reported annually through the LCAP • 59% of students responded “I feel safe during school.” • 51% of students responded “How happy have you been feeling this week?” • 44% of students responded “I really feel like part of my school's community.” • 81% of students responded “In order to get a good grade, I have to work hard in my classes.” • 56% of students responded “My teachers' expectations make me want to do my best.” MEANING: Results showed that Roseland Charter’s strengths are that the majority of our students feel safe at school, have developed strong relationships between school staff and their peers, feel happy to be at school, and exhibit high academic motivation, with future plans to attain a postsecondary education. 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). 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 Identified challenges and next steps for this priority area are: addressing issues related to students’ overall social-emotional well-being, helping students develop strategies to manage anxiety and stress, and supporting academically struggling students. To meet this need, the charter will continue to implement Social Emotional Learning in the classrooms, as well as include school counseling and assistance with accessing community resources, for identified students. In addition, the charter will provide school site intervention/tutoring to support struggling students. Providing a positive school climate for students is a large priority for the charter, and is included in Goal 3 of the charter’s LCAP. Met 13JUN2023 2023 49709380000000 Sebastopol Union Elementary 6 2022 DASHBOARD: SUSPENSION 2023 Local Performance Indicator Self-Reflection for Sebastopol Union Elementary School District Page 12 of 13 On the ’22 Dashboard, Suspension is the only indicator measuring Conditions and Climate. We put more value in the Youth Truth Data analyzed in Goal 2. Although the District uses restorative practices, SUSD scored Medium which of 420 students 2.1% were suspended at least one day. In this category, High is bad and Low is good. Student Group Details Students with Disabilities – scored Very High Socioeconomically Disadvantaged and White – scored High Hispanic – scored Low English Learners and Two or More Races – scored Very Low We continue to offer parent education classes and seminars. Park Side School Climate is measured by Suspension Rate: Of the 243 students enrolled at Park Side in 2022, .4% were suspended at least once This is down from the 2019 measure of 1.4% that were suspended or less than 4 students. Brook Haven School Climate is measured by Suspension Rate: Of the 233 students enrolled at Park Side in 2022, 3.6% were suspended at least once. In 2019 when this was last measured, 5.1% were suspended at least once. 2022 was down from 2019. ABSENTEEISM Absenteeism is the only Dashboard indicator that measures Academic Engagement. This was particularly problematic due to the upsurge in 2021-22 school year with the Delta and Omicron variants. Many, many students were absent while following state guidelines and many were sent home and remained home with symptoms. Again, we look to the Youth Truth Survey as a better measure of Academic Engagement. The District scored High with 16.2% of the students listed as chronically absent. Student Group Details Students with Disabilities – scored Very High Socioeconomically Disadvantaged and White – scored High Hispanic – scored High English Learners – scored High Two or More Races – scored High Analysis of the above data shows the link between climate, attendance, and student engagement. Increased climate equals increased engagement which leads to student success. Met 13JUN2023 2023 49709386113039 Sebastopol Independent Charter 6 LEAs report how they administered a local climate survey (at least every other year) that provides a valid measure of perceptions of school safety and connectedness to their local governing boards at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard. The summary of progress is required to be based on information collected that 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 Students from grades 6-8 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 a middle school student handbook to clarify rules and protocols. We have also clarified rules by 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. 19JUN2023 2023 49709530000000 Sonoma Valley Unified 6 Sonoma Valley Unified School District engages students annually in the Youth Truth Student Survey. Each year, students in grades 3-12 provide anonymous voice and feedback through this local climate survey in areas that include, but are not limited to, Belonging & Peer Collaboration and Culture. In collaboration with Sonoma County Schools and the Sonoma County Office of Education, SVUSD administered this online survey during the month of January in the 22-23 school year. In looking at the data, SVUSD identified the following key learnings: High School students who marked “agree” or “strongly agree” to the statement I feel safe during school was highest in 11th grade with 47% percent positive (marking a 4 or 5 for agree or strongly agree) and lowest in 9th grade with 40% marking a 4 or 5 for agree or strongly agree. High school students who marked “agree” or “strongly agree” to the statement I really feel like part of my school’s community were 30%. In comparison, the results of the survey from the average of Sonoma County schools was 43%. High school surveys demonstrated a growth in the belonging theme from 25% (students who identified themselves as English Learners) in the 20-21 school year to 37% in January of 2023 (a change of +12%) Elementary students in grades 3-5 answered the question, Do you feel safe at school?. 64% answered “yes, very safe” compared with the average of Sonoma County Schools (59%) and the average of YouthTruth Schools (64%). Middle School students marking “agree” or “strongly agree” to the statement I really feel like a part of my school’s community grew from a baseline of 36% (marking a 4 or 5 for agree or strongly agree) in March 2019 (when this was first administered) to 42% percent positive (marking a 4 or 5 for agree or strongly agree) in January of 2023. Middle School students who marked “agree” or “strongly agree” to the statement I feel safe during school were highest in 6th grade with 56% percent positive (marking a 4 or 5 for agree or strongly agree) and lowest in 7th grade with 50% marking a 4 or 5 for agree or strongly agree. This data supports Sonoma Valley Unified School District with identifying that students feeling part of a school community (belonging) and feeling safe at school (culture) are areas of prioritization. In looking at this data in February of 2023, the student voice on school safety led to student and staff listening circles in the area of school safety. From this feedback, some immediate next steps were able to be taken and other next steps were able to be determined. In addition to school safety, it was also determined that an intentional focus needed to be placed on student belonging. In June of 2023, all district administrators were trained in Restorative Practices with the aim of increasing restorative culture at school sites and in district departments. Met Additionally, both middle schools adopted Character Strong to be implemented weekly in advisory, and the high schools trained all staff in restorative proactive circles, which are being implemented weekly in the classroom setting. Additionally, elementary is implementing Second Step and holding regular classroom circles. All actions are being implemented with the aim of supporting positive culture and a sense of belonging for all K-12 students in Sonoma Valley Unified School District. 15JUN2023 2023 49709530105866 Woodland Star Charter 6 "63.16% of 5th grade students feel safe in their peer group. 21.05% had no opinion, 10.53%disagree, and 5.26% strongly disagree. 62.5% of 8th grade students feel safe. 25% have no opinion, 12.5% disagree that they feel safe in the peer group. We have used Cyber Civics as a way to address student understanding of appropriate computer use and safety. We will now implement a social-emotional curriculum ""Owning Up"" to explicitly address adolescent anxiety and social injustice. We feel that explicit teaching in this area will help our students more fully understand the part they each play in the feeling of their classmates feeling safe." Met 21JUN2023 2023 49709536111678 Sonoma Charter 6 "We administered the Youth Truth survey in January 2023. Our data set is limited in applicability because so few students complete the survey despite being given time to do so. The data indicated that 76% of students, 76% of families, and 67% of staff report ""engagment"". This measure declined from the previous year. In addition, only 27% of students indicated feeling ""belonging."" With respect to school safety, 66% of parents and 60% of staff reported feeling safe. 65% of students report they have a strong, supportive relationship with their teacher, 86% of families reported positive relationships based on care, respect, and approachability, and 71% of staff reported positive relationships based on care, respect, and approachability. 83% of students report feeling respected by their teachers. 75% of students and 90% of parents report that the teacher cares about them/their student. 83% of parents report that the school is respectful of different backgrounds (faiths, sexual orientation, abilities, gender, income, races and/or ethnicities, country of origin)." Met As last year was an administrative transition year with 4 out of 10 teachers new to the school, we expected a shift in our scores. We will closely follow our scores in the coming year and develop a plan if needed. 27JUN2023 2023 49709610000000 Twin Hills Union Elementary 6 The biggest key learnings from the Youth Truth Data from last year: * More arts and enrichment opportunities for our students * More parent nights focused on academics * More site leadership and better/more useful professional development for staff There has been a change over in leadership at the site again. In the last five years, the current fifth graders have had five principals. The site needs stability and the data shows families, staff and students hoping for that. This is the biggest area of growth. Apple Blossom staff is currently working on creating parent nights focused around our English/Language Arts Program and by grade level to help support our parents when supporting their students at home. One big change we made at the start of the school year was giving all TK through second grade students access to music every week instead of once every two weeks. We are also looking to revamp our enrichment opportunities by providing more after school enrichment opportunities led by staff. Apple Blossom is looking into professional development opportunities for staff that piques their individual interests and that will be helpful schoolwide as we build our MTSS program. Met 23JUN2023 2023 49709614930319 Orchard View 6 DATA from grades 6-8. Key learnings from the survey results indicate: Students perceive the school culture to be positive and appreciate the sense of belonging and peer collaboration. Families highly value the relationships fostered in the school and feel that the school environment is safe for their children. The staff scored high marks on engagement and relationships. Areas of improvement identified include: Students expressed concerns regarding relationships and the academic challenge they face. Families indicated that there is room for improvement in engagement and the provision of resources. Staff highlighted a need for better professional development support and felt there were aspects of the school's culture that needed attention. MEANING. Strengths: The consistent appreciation for relationships from both families and staff underscores school strength in fostering meaningful connections. The students' positive view of school culture signifies a generally inclusive and accepting environment. Areas for Growth: While relationships are a strength from the family and staff perspective, students have expressed it as a challenge, highlighting the need to examine this discrepancy. Engagement, as indicated by families and as perceived by staff is an area to consider. Challenges and Barriers: The low rating on resources by families suggests potential challenges in either the provision or communication about available resources. For staff, the concern about professional development indicates potential barriers in accessing or benefiting from training opportunities. USE: Strengthening Relationships: In order to foster better student-student and student-teacher relationships, Orchard View will create mentorship programs, collaborative projects, and more open dialogue sessions. Based on family feedback, the newsletter will be emailed and texted to parents in addition to the information available on the website. Additional times and opportunities for engagement have been incorporated into the schedule. We will re-evaluate the adequacy and visibility of available resources. Feedback sessions with families have provided insights into specific areas of concern and need. Professional Development: The district has built increased district wide professional development for all staff. Culture Building for Staff: Recognizing the feedback, efforts will be made to enhance the school's culture, emphasizing inclusivity, respect, and collaboration. Met 23JUN2023 2023 49709614930350 Sunridge Charter 6 SunRidge School administers the Youth Truth Survey to grades 6-8 annually. In 2023, 45% of the middle school students responded positively to questions related to school Belonging and Peer Collaboration. 52% responded positively to questioned related to school Engagement. 53% responded positively to questions related to Academic Challenge. 41% of our students responded positively to questions related to relationships and 33% percent responded positively to questions related to Culture. To strengthen our school climate, SunRidge 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. Not Met 23SEP2023 2023 49709616052302 Twin Hills Charter Middle 6 When surveyed, THCMS students ranked high in belonging & Peer Collaboration and Culture. Their lowest scores were in academic challenge and relationships. The school Leadership Team and Parent Advisory Committee has met to discuss these results. The teams are brainstorming on ways to increase engagement and relationships. SOme things we will try this year is adjusting delivery of curriculum, creating more school activities that provide positive growth. Met 23JUN2023 2023 49709790000000 Two Rock Union 6 Two Rock administered the Youth Truth Survey for the 2022-2023 school year. Grades 3-6 took the survey, 83% responded that they have positive relationships at school, 89% of students who responded answered that teachers treat students with respect, 77% of students and 91% of families responded that they thought teachers and staff care for students, 59% felt a sense of belonging at Two Rock. The school will continue to address the areas where students feel a sense of belonging. One of the challenges that face the District is the transient population of military connected families. This year volunteers from the Coast Guard will be in classrooms to assist with reading and math and be a presence on campus. Met 22JUN2023 2023 49709950000000 Waugh Elementary 6 The Waugh School District prides itself on establishing a positive school climate which fosters student success. According to 2023 YouthTruth data, Waugh’s school safety ratings by students, staff members, and families is significantly above county and national comparatives. The District’s low suspension rate (1.68% in 2022/2023 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. This year, Waugh is receiving training and implementing the PlayWorks program at both schools to improve structure at recess. CPR and First aid training is provided to all staff. Met 13JUN2023 2023 49710010000000 West Side Union Elementary 6 "DATA: Youth Truth Data was administered January 2023 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: 41% (8% better than the county average). • Relationships Summary Data: 85% (4% less than Jan 2022, 9% better than the county average for Jan 2023) • ""Do you like going to school"" 36% (26% less than Jan 2022, 1% better than the county average for Jan 2023) School Safety related student survey data was the question ""Do you feel safe during school?"" • 76% (3% less than Jan 2022, 17% better than the county average for Jan 2023) MEANING: Overall we scored much higher than county, however, many datapoints were lower than Jan 2022. The significant decrease in the percent of students who response positively to ""do you like going to school?"" is an area of concern. 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 20JUN2023 2023 49710190000000 Wilmar Union Elementary 6 Students at Wilmar Union School District/Wilson School were surveyed in January 2023 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 870 other elementary schools across the country. Compared to other participating elementary schools, Wilson School's highest-rated themes were: Culture Belonging The lowest-rated themes were: Instructional Methods Academic Challenge Compared to other participating elementary schools, Wilson School's highest-rated question within the key themes was: Do students stay busy in class? (which is in the Culture theme) and the lowest-rated question within the key themes was: Does your teacher ask if you understand what you are learning? (which is in the Instructional Methods theme) Respondents also provided feedback about Project-Based Learning. For example, 25% 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, 53% of respondents responded positively to the question: When I'm feeling upset, there is an adult outside of school I can talk to. This report represents feedback from 116 students. Based on the enrollment data provided, you had a 96% response rate. Met 28JUN2023 2023 49710350000000 Wright Elementary 6 DATA: On the January 2023 YouthTruth Survey, only 28% of students in grades 3-8 agreed that they are an important part of their school. MEANING: Students are in need of feeling a stronger sense of connection and belonging at their schools. USE: Beginning 2023-24, sites will identify specific strategies to implement to improve student sense of connection and belonging in their schools so that the January 2024 YouthTruth survey data will improve. Met 22JUN2023 2023 49710356052377 Wright Charter 6 DATA: On the January 2023 YouthTruth Survey, only 28% of students in grades 3-8 agreed that they are an important part of their school. MEANING: Students are in need of feeling a stronger sense of connection and belonging at their schools. USE: Beginning 2023-24, sites will identify specific strategies to implement to improve student sense of connection and belonging in their schools so that the January 2024 YouthTruth survey data will improve. Met 22JUN2023 2023 49738820000000 Cotati-Rohnert Park Unified 6 In January of 2023 CRPUSD students, families, and staff participated in the Youth Truth Survey. In the elementary schools, students reported at the 10th percentile when asked if they were engaged at school, while their families reported at the 72nd percentile and the staff at the 74th 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 34th percentile, while family was at the 64th percentile and staff reporting at the 58th percentile. The final category was in the area of caring relationships, in which elementary students reported at the 36th percentile, families responded at the 66th percentile and staff at the 78th 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 students at the 22nd percentile, and highest with families at the 45th percentile, and staff reporting at the 40th percentile. Students were well below the Sonoma County Mean. In the area of climate and culture, middle school students reported at the 37th percentile, while families scored at the 44th percentile and staff scoring at the 28th percentile. There is clearly a wide disparity in climate and culture between what the students/families believe, compared to the staff. In the final category of relationship, students reported at the 37th percentile, while families came in at the 38th percentile and staff at the 40th percentile. Finally at the high school level, the students scored in the 58th percentile in the area of engagement, families reported in the 53rd percentile, and staff scored at the 54th percentile. In the area of climate and culture, students reported in the 54th percentile, families in the 59th percentile and staff in the 62nd percentile; all groups scoring in a similar band. In the final category of caring relationships, students reported at the 50th percentile, families in the 58th percentile and finally staff in the 64th percentile; all fairly close. Based on data from multiple sources indicating that our students require more support in the area of social-emotional learning, CRPUSD hired 3 general education social workers and 2 general education behaviorists to support students with mental health and behavior needs as part of our multi-tier system of support. Met 20JUN2023 2023 49738820123786 Credo High 6 The Results of the 2023 Youth Truth Survey showed us that “Belonging” is the highest-rated metric. 61% of students rated this standard with a 4 or 5 rating which places Credo in the top quartile in the Youth Truth Comparative Data Set. The next three highest ratings are “Academic Challenge”, “Engagement” and “Culture”. Met 20JUN2023 2023 49753580000000 Windsor Unified 6 After a rigorous analysis of input from educational partners and a thorough examination of local data, the Windsor Unified School District has formulated a multifaceted approach to ameliorate the engagement of underrepresented families, identified during the self-reflection process, in Building Partnerships for Student Outcomes. The District will embark on implementing culturally responsive outreach, ensuring communication is inclusive, clear, and resonates with every family’s cultural and linguistic context, fostering an environment where each family feels respected and valued. Recognizing the diverse needs and schedules of these families, the District is committed to offering a range of flexible engagement opportunities, including accessible virtual meetings and varied time slots for events and conferences. Further, there will be an intensified focus on collaborating with community-based organizations and leaders from diverse backgrounds, aimed at building trust and fostering inclusive and meaningful engagement. This collaboration will be augmented by providing tailored support and resources specifically designed to meet the unique needs and preferences of underrepresented families, emphasizing accessibility and relevance. To grasp the nuanced needs and concerns of these families better, robust feedback mechanisms will be established, allowing the continuous refinement of engagement strategies based on the families' input. A significant emphasis will be placed on ensuring the representation of these families in decision-making forums and advisory committees, making their perspectives and insights integral in shaping student-related policies and initiatives. Additionally, the LEA will organize capacity-building workshops, aimed at empowering underrepresented families with the requisite knowledge and skills to navigate the educational ecosystem and advocate for their children effectively. By instigating these strategies with a focus on equity, inclusivity, and sustained commitment, the Windsor Unified School District aspires to elevate the engagement of underrepresented families in creating partnerships essential for optimizing student outcomes, ensuring the ongoing refinement and adaptability of these initiatives to uphold their relevance and efficacy in nurturing an inclusive educational practices. The Windsor Unified School District strictly adheres to the stipulated standard of administering a local climate survey by administering the Youth Truth survey annually, with a focus on obtaining a valid measure of student perceptions of school safety and connectedness across multiple grade spans. Analyzing the data gleaned from this survey has offered pivotal insights. A majority of students report a substantial sense of connectedness and belonging, reflecting the nurturing and inclusive environment prevalent within the district. However, areas requiring improvement have also been illuminated, highlighting a demand for heightened safety. Met 29JUN2023 2023 49753580114934 Village Charter 6 VCS did not do a formal local climate survey in the 21-22school year. VCS will be offering a local climate survey to students, staff, and parents after the spring of 2023. A team of teachers, students, admin and board members will develop the survey based on the Health Kids Survey format. We do regular in-person check-ins with students and families and it is reported the students feel well supported by their teachers and 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. It was also reported that our handbook needs to be updated and some aspects of rules and expectations be clarified. As a result, the teachers and administration have been working to update the parent/student handbook to clarify rules and protocols. Met We have a strong social inclusion curriculum and conflict resolution and SEL is a key component of every classroom. Older students grow into the role of mentor and leader and take that role very seriously. Students are taught to monitor and intervene in situations that need attention and and seek help from one of the many adults on campus at any time. We have implemented a restorative discipline curriculum in which most conflict is resolved through restorative practices facilitated by teachers. We have a discipline tracking system that informs teachers and parents about students' progress in various behavior situations. 07JUN2023 2023 49753586052369 Cali Calmecac Language Academy 6 The Cali Calmecac Language Academy strictly adheres to the stipulated standard of administering a local climate survey every other year, focusing on obtaining a valid measure of student perceptions of school safety and connectedness across multiple grade spans. Analyzing the data gleaned from this survey has offered pivotal insights. Most students report a substantial sense of connectedness and belonging, reflecting the nurturing and inclusive environment prevalent within the district. However, areas requiring improvement have also been illuminated, highlighting a demand for heightened safety protocols and expanded mental health support structures. Dissecting the survey data, especially by disaggregating results, has allowed the district to glean nuanced insights about the different schools within the LEA, identifying the existing strengths, areas of growth, underlying challenges, and barriers. It was discerned that students in lower grade spans felt a heightened sense of safety and connectedness compared to their peers in higher grade spans. This differential insight underscores the necessity of implementing targeted interventions and support mechanisms, especially for older students. The variability in perceptions among diverse student groups demonstrates a crucial need for adopting more personalized, culturally attuned approaches to bolster the experiences and meet the eclectic demands of every student in the district. In reaction to the detailed insights from the survey, the district has initiated several strategic enhancements and interventions designed for continuous improvement. Holistic safety measures and fortified mental health supports are in the implementation phase, aimed at reinforcing a sense of security and well-being among the students. The district is integrating culturally responsive pedagogies to cater to the diversity in student needs and to eradicate any sense of alienation or disconnect they might feel. There’s a focused endeavor to bolster the support environments for students in higher grade spans to alleviate the specific concerns identified. Several initiatives, such as focused workshops and strengthened counseling services, have been launched, and the early indicators post-implementation signal a positive shift in the overall school climate and the individual student experiences. The district is committed to continuous assessments and adjustments of its strategies based on consistent feedback and resultant outcomes, striving relentlessly to cultivate an educational milieu that is inclusive, secure, and conducive to the comprehensive development of every student in the Cali Calmecac Language Academy. Met 15JUN2023 2023 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 21JUN2023 2023 50105040000000 Stanislaus County Office of Education 6 SCOE administers the CHKS annually, This year there was a 77% response rate by students, 66% were male and 32% female. The ethnic breakdown of respondees is as follows : American Indian/Alaska Native, non-Hispanic 1% Asian or Asian American 2% Black or African American 8% Hispanic or Latinx 62% Native Hawaiian or Pacific Islander 1% White 13% Multi Racial 8% Other 7% School Support Data results indicate that 62% of the students report they have caring adults in school, 66% state they feel the adults at school hiave high expectations and 71% feel academically motivated. 71% of the students feel safe in their school. Based on this data and in the interest of continuous improvement the program will continue to maintain the goals and actions included in thhe LCAP to support School Climate. additionally this year the sites will have the support of a Board Certified Behavior Analyst to work with staff and students alike to further improve school climate Met 13JUN2023 2023 50105040117457 Great Valley Academy 6 GVA/Panorama Student Survey Spring 2023 Results (grades 3-5): Supportive Relationships - 89% responded favorably ~Measures hoe supported students feel through their relationships with family, friends, and adults at school Teacher-Student Relationships - 75% responded favorably ~Measures how strong the social connection is between students and teachers within and beyond the classroom Classroom Belonging - 60% responded favorably ~Measures how much students feel that they are valued members of the classroom community Great Valley Academy employed a new survey tool this year, investing in the comprehensive data platform from Panorama. This is part of larger plan to support MTSS implementation/enhancement and support of the whole child through strong data and informed decisions. It did, however add depth, complexity, time and effort to the survey process, for all (students, staff and families). The resulting data is more detailed, expansive and targeted than prior surveys, which allow for GVA to better improve services and supports in necessary areas, as well as expand and enhance growth in areas of relative strength. That said, comparing prior results would be apples to oranges. We believe that it will take a little time for the GVA community to become accustomed to the Panorama surveys and that validity and reliability of the data will increase over time. GVA believes, based on this and observational data that we are still building post-Covid community at our schools (all schools). We believe that students are still re-adjusting to this new normal and that the character and culture focus at GVA will support a greater sense of belonging and community amongst our students and families. It will remain a focus for us and the larger GVA community. Met 21JUN2023 2023 50105040129023 Stanislaus Alternative Charter 6 The Stanislaus Alternative Charter School (CBK) administers an internal annual survey similar to the CHKS, This year there were 51 student responses, 74.5% were female and 25.5% were male. The ethnic breakdown of respondees is as follows : American Indian/Alaska Native, non-Hispanic 0% Asian or Asian American 3.9% Black or African American 2% Hispanic or Latinx 66.7% Native Hawaiian or Pacific Islander 0% White 19.8% Multi-Racial 7.8% Other 0% School Support Data results indicate that 92.3% of the students report they have caring adults in school, 81.8% state they feel the adults at school have high expectations, and 91.2% of the students feel safe in their school. Based on this data and in the interest of continuous improvement the program will continue to maintain the goals and actions included in the LCAP to support School Climate Met 13JUN2023 2023 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: 77%; Junior High: 59%; High School 53% * High expectations: Elementary: 87%; Junior High: 72%; High School 64% * Meaningful participation in school: Elementary: 49%; Junior High: 26%; High School 22% * School Connectedness: Elementary: 74%; Junior High: 69%; High School 54% * Academic motivation: Elementary: 87%; Junior High: 69%; High School 63% All Elementary metrics improved significantly. In Junior High and High School, 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. The decrease in COVID restrictions and improved attendance 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 in Junior High and High School remained the same as the previous year while the percentage of Elementary students agreeing with that statement increased significantly. Met 22JUN2023 2023 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: 71% * High expectations: 81% * Meaningful participation in school: 45% * School Connectedness: 73% * Academic motivation: 72% There were significant improvements students feeling there are caring adults, that there are high expectations, and they have meaningful participation in school much of this can be attributed to the decrease in COVID restrictions and improved attendance during the year has resulted in more opportunity to participate. Interestingly, school connectedness and academic motivation showed measurable decreases. The school will continue to use its educational partners to look for ways to connect students to the school and provide additional motivation. Met 22JUN2023 2023 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: 60% * High expectations: 68% * Meaningful participation in school: 38% * School Connectedness: 68% * Academic motivation: 56% There were significant improvements in meaningful participation and motivation which can be attributed to the decrease in COVID restrictions and increased attendance. Interestingly, school connectedness, caring adults, and high expectations decreased. The school continued to use its educational partners to identify ways to connect students to school and provide additional motivation Met 22JUN2023 2023 50710430112292 Aspire Summit Charter Academy 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 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 January 2023. 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, 97.5% of students feel the rules and expectations of the school are clear and well-known, and 90.2% 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 strangers on campus, drugs, and alcohol. - Mountain View - Greatest concern was dress code violations and the least concern was strangers on campus, dangerous areas within the school drugs, and weapons. - At Mountain View Middle School 84% of students feel they can be successful at school, 90% feel safe at school, 70% feel happy to be at school and 84% feel there is support in the event of an emergency. - At Chatom Elementary School 91% of students feel they can be successful at school, 89% feel safe at school, 78% feel happy to be at school and 93% feel there is support in the event of an emergency. Met 27JUN2023 2023 50710680000000 Denair Unified 6 Students in Denair schools participate in the California Healthy Kids Survey (CHKS) every other year. In the 2022 administration of CHKS: *62% of respondents perceive Denair schools as safe or very safe. *26% of respondents report that they have been bullied or harassed in the last 12 months. These results affirm that most of our students feel safe at school, however we cannot be satisfied until all of our students indicate that they feel safe. Additionally, 75% of respondents think the adults at school have high expectations of them and 60% said there are caring adults at school. Both of these are slight decreases from the 2019 administration of CHKS, which we attribute to after effects of the COVID-19 pandemic. The results of the CHKS also confirm some things we know about the struggles of students in our district and community: * 4% of middle school students and 22% of high school students admit to current drug or alcohol use. * 13% of high school students said they have considered suicide (a decrease of 4% from the 2019 administration of CHKS). * 27% of middle school students said they have experienced chronic sadness/hopelessness in the last 12 months (the same as the 2019 administration of CHKS). We have a strong mental health team of counselors and clinicians (both internal and community-based) to provide additional support, guidance, and resources for all students and families in Denair. In addition, we have implemented a number of social-emotional programs to support individual mental health and a positive school culture. Met 08JUN2023 2023 50710680132662 Denair Elementary Charter Academy 6 Fifth grade students at DECA participate in the California Healthy Kids Survey (CHKS) every other year. In the 2022 administration of CHKS: *88% of respondents perceive DECA as safe or very safe. *64% of respondents report that the school has an anti-bullying climate and 86% say that adults make it clear that bullying is not allowed. These results affirm that a large majority of our students feel safe at school, however we cannot be satisfied until all of our students indicate that they feel safe. Additionally, 77% of respondents think the adults at school have high expectations of them and 67% said there are caring adults at school. The results of the CHKS also confirm some things we know about the struggles of students in our school and community: * 14% of respondents admit to having tried alcohol, 3% report having tried vaping and 0% report having tried marijuana. * 15% of respondents said they felt sad most or all of the time. We have a strong mental health team of counselors and clinicians (both internal and community-based) to provide additional support, guidance, and resources for all students and families in Denair. In addition, we have implemented a number of social-emotional programs to support individual mental health and a positive school culture. Met 08JUN2023 2023 50710685030267 Denair Charter Academy 6 Students at DCA participate in the California Healthy Kids Survey (CHKS) every other year. In the 2022 administration of CHKS: *86% of respondents perceive DCA as safe or very safe. *17% of respondents report that they have been bullied or harassed in the last 12 months. These results affirm that a large majority of our students feel safe at school, however we cannot be satisfied until all of our students indicate that they feel safe. Additionally, 61% of respondents think the adults at school have high expectations of them and 53% said there are caring adults at school. The results of the CHKS also confirm some things we know about the struggles of students in our school and community: * 29% of our middle and high school students admit to current drug or alcohol use. * 15% of students said they have considered suicide. * 40% of students said they have experienced chronic sadness/hopelessness in the last 12 months. We have a strong mental health team of counselors and clinicians (both internal and community-based) to provide additional support, guidance, and resources for all students and families in Denair. In addition, we have implemented a number of social-emotional programs to support individual mental health and a positive school culture. Met 08JUN2023 2023 50710760000000 Empire Union Elementary 6 Results are taken from the 2022-2023 California Healthy Kids Main Report prepared by Health & Human Development Program at WestEd. School Engagement and Supports and School Safety and Cyberbullying 75% of elementary students feel connected to school; 54% of secondary students feel connected to school; 87% of elementary students feel academically motivated; 67% of secondary students feel academically motivated; 71% of elementary students and 55% secondary students have relationships with caring adults; 88% of elementary students and 68% of secondary students have high expectations; 43% of elementary students and 24% of secondary students have meaningful participation in school; 80% of elementary students feel safe at school;50% of secondary students perceive school to be safe or very safe. Many of the percentages are less favorable than the previous survey, specifically at the secondary level. Much is believed to be 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 continues to implement the “Positive Behavior Intervention and Support"" (PBIS) program at every school with support from our county office of education. Additionally, our counselors on every campus school site within the district, are providing students with direct instruction related to Anti-Bullying, Kindness, and Conflict Resolution." 15JUN2023 2023 50710840000000 Gratton Elementary 6 The District typically utilizes the information collected in the California Healthy Kids Survey to evaluate the school climate. As a result of low participation rate in the 2022-23 school year, the information cannot be reported due to privacy. Met 05JUN2023 2023 50710840120089 Gratton Charter 6 The District typically utilizes the information collected in the California Healthy Kids Survey to evaluate the school climate. As a result of low participation rate in the 2022-23 school year, the information cannot be reported due to privacy. Met 05JUN2023 2023 50710920000000 Hart-Ransom Union Elementary 6 Data: In the LCAP survey we had a large response in the area of technological training. Meaning: Much of our students, staff and parents are implementing programs in place for their communication and learning needs. As these programs are implemented, training is needed to utilize these programs at there full capacity. Use: We are adding PD for the staff and workshops for the parents. Students are receiving training in their computer classes and supports from teachers. Met 22JUN2023 2023 50710926112965 Hart-Ransom Charter 6 "As a charter school serving home-schooled families, we have not historically administered the California HKS, but have sought feedback from students and families in terms of school climate, culture, what is working well, how students are doing, and how we may improve. Overall, families feel well-connected and appreciative of the relationships they have with their advisory teachers and other staff. There are a number of community events and the school community appreciates the mindfulness of these events in promoting a sense of school community, learning and building capacity. Newer families have expressed how much they appreciate the opportunities to get connected with families and staff, and the wide range of parent classes and ongoing weekly meetings to build the capacity and support for new families. We are expanding the opportunities to meet each month with families, both with monthly field trips but also ""Coffee with the Principal"" and weekly meetings with teachers (or at a minimum, monthly meetings to check in on how students and their families are doing both academically and social-emotionally." Met 15JUN2023 2023 50711000000000 Hickman Community Charter 6 HES/HMS Our student survey was given to our 5th grade and 8th-grade students. Overwhelmingly, 95% of our students have a strong belief that if they work hard, they will become better students. 67% of the students have definitive plans to pursue some kind of education after high school while 20% of the students are considering post-secondary education. 95% of the students believe their teachers have high expectations for them to succeed and 80% of our students are proud of their school (18% had no opinion on this matter). 80% of our students assuredly feel safe at school while 10% of the students had no opinion on this point. Met 15JUN2023 2023 50711006052559 Hickman Elementary 6 HES/HMS Our student survey was given to our 5th grade and 8th-grade students. Overwhelmingly, 95% of our students have a strong belief that if they work hard, they will become better students. 67% of the students have definitive plans to pursue some kind of education after high school while 20% of the students are considering post-secondary education. 95% of the students believe their teachers have high expectations for them to succeed and 80% of our students are proud of their school (18% had no opinion on this matter). 80% of our students assuredly feel safe at school while 10% of the students had no opinion on this point. Met 15JUN2023 2023 50711006112627 Hickman Charter 6 HES/HMS Our student survey was given to our 5th grade and 8th-grade students. Overwhelmingly, 95% of our students have a strong belief that if they work hard, they will become better students. 67% of the students have definitive plans to pursue some kind of education after high school while 20% of the students are considering post-secondary education. 95% of the students believe their teachers have high expectations for them to succeed and 80% of our students are proud of their school (18% had no opinion on this matter). 80% of our students assuredly feel safe at school while 10% of the students had no opinion on this point. Met 15JUN2023 2023 50711006116388 Hickman Middle 6 HES/HMS Our student survey was given to our 5th grade and 8th-grade students. Overwhelmingly, 95% of our students have a strong belief that if they work hard, they will become better students. 67% of the students have definitive plans to pursue some kind of education after high school while 20% of the students are considering post-secondary education. 95% of the students believe their teachers have high expectations for them to succeed and 80% of our students are proud of their school (18% had no opinion on this matter). 80% of our students assuredly feel safe at school while 10% of the students had no opinion on this point. Met 15JUN2023 2023 50711340000000 Keyes Union 6 School Climate Survey KUESD annually surveys students [CA Healthy Kids Survey] grades 5-8). See the KUESD web page for Student survey results, which will be reported to the KUESD Governing when we receive them from CDE. The HKS is shared through the School Site Council, the Health Education Advisory Committee, and all teaching staff. Goals concerning the school climate are written based on the CHKS information. Met School Climate Survey KUESD annually surveys students [CA Healthy Kids Survey] grades 5-8). See the KUESD web page for Student survey results, which will be reported to the KUESD Governing when we receive them from CDE. The HKS is shared through the School Site Council, the Health Education Advisory Committee, and all teaching staff. Goals concerning the school climate are written based on the CHKS information. 13JUN2023 2023 50711346113286 Keyes to Learning Charter 6 Keyes to Learning Charter School (KTL) conducts climate surveys every other year with students in grades 4, 7 and 10. KTL uses a survey adapted from the U.S. Department National Center for Education Statistics. The most recent survey was given during May of 2023, the results are not posted as of the time of this report. Previously, KTL conducted its climate survey during March/April of 2021. Being a non-classroom based independent study charter school, we recognize that our student needs are different than those of the Keyes Union School District. The results identified in this report are but a small amount of the information gleaned. DATA: 4th grade results indicated: 96% of the students feel safe at school, 92% have not been bullied, 92% believe that school rules are applied equally to all students 96% believe that KTL teachers care about them and 100% are happy to be at KTL. 7th grade results indicate: 96% of our students feel safe at school, 96% have not been bullied, 96% believe that school rules and discipline are fair, and 100% of our students believe that their teachers care about them as a person and student. 10th grade results indicate: 91% feel safe at school, 100% have not been bullied, 95% believe that school rules and discipline are fair and 95% believe KTL teachers really care about them. MEANING: We were pleased with the results of this survey. With three programs on two campuses we were impressed to find this surveys results to be similar across grade levels. These results validate much of what we already knew about KTL and the atmosphere and environment we work to create and maintain to provide our students with the best educational experience possible. The concerns we have are with identifying and taking down the barriers, real or perceived, preventing a small percentage of our students from being bullied and feeling safe. USE: Using this Climate Survey as a tool, Keyes to Learning Charter School staff will review our present program and recommend areas for improvement and ways we can identify and remove the barriers inhibiting all of our students from feeling safe from peers and outside influences. Met The survey is given every other year, and was last administered in May of 2023. The results have not been released to the CDE dashboard. http://chks.wested.org/reports/ 13JUN2023 2023 50711420000000 Knights Ferry Elementary 6 As measured by the CHKS, and anecdotal comments from parents and visitors to the site, the vast majority students feel safe and connected at school. Met 08JUN2023 2023 50711670000000 Modesto City Elementary 6 In addition to the California Healthy Kids Survey, the district provided an Engagement Survey during the 2022-23 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 felt 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 20JUN2023 2023 50711670137265 Aspire University Charter 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 50711670138057 Connecting Waters Charter School - Central Valley 6 Connecting Waters Charter School, Central Valley asks students to complete an internal survey developed by the school leadership to ensure relevancy to our students in their special setting. The survey was sent out to students in every grade. Results are provided and analyzed by the school’s leadership team and Parent LCAP Advisory Committee. Specific data points monitored include: *Student Rating of School Environment *Adult Expectations *Student Expectations *School Connectedness *School Safety *Adults are helpful to students *Adults treat students fairly *Adults treat students respectfully *Adults encourage students to do their best *If students have a problem, they know they can go to a staff member for help. Due to small data sizes, to protect the identity of our students, data analysis is not posted publicly. As a result of the data analysis, our Guidance Department increased training regarding high risk students and worked with the Special Education Department to create a post-graduate transition plan for all students. Connecting Waters Charter School, Central Valley has also developed a Parent Advisory Council in order to ensure that Connecting Waters Charter School, Central Valley receives maximum parent input and to give families an opportunity to connect with other families in our Independent Study setting. Additionally, because Connecting Waters Charter School, Central Valley is a personalized learning independent study charter, student concerns can be addressed individually by each teacher assigned to the student in a 1:1 setting. Met 13JUN2023 2023 50711750000000 Modesto City High 6 In addition to the California Healthy Kids Survey, the district provided an Engagement Survey during the 2022-23 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 felt 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 20JUN2023 2023 50711750120212 Aspire Vanguard College Preparatory Academy 6 We routinely obtain feedback through surveys, townhalls, family events, and our SSC and ELAC meetings to incorporate our educational partners’ beliefs that guide our efforts from high-level perspectives to targeted recommendations. From the 2022 CA School Dashboard, a major area for improvement is chronic absenteeism. To address chronic absenteeism we will implement a robust, multi-departmental attendance team that will regularly analyze attendance data and intervene early to ensure students and families are supported with regular attendance. Results from our student surveys indicate the need for student connectedness and for further development of our students' social emotional skills. To support this work, we will continue our efforts with our MTSS system and implementing our SEL curriculum, RULER in the classroom in addition to structures like advisory or crew to help provide spaces for students to develop SEL skills and grow connections with others. Met 22JUN2023 2023 50712090000000 Paradise Elementary 6 During various surveys and question and answer periods with our students, they self-reported a high level of safety and engagement within the school. There were requests to continue to enhance the intermural sports activities and consider adding music and/or arts. Met 21JUN2023 2023 50712090112383 Paradise Charter 6 During various surveys and question and answer periods with our students, they self-reported a high level of safety and engagement within the school. There were requests to continue to enhance the intermural sports activities and consider adding music and/or arts. Met 21JUN2023 2023 50712170000000 Patterson Joint Unified 6 Patterson Joint Unified School District did not submit the Local Indicators Report to the Governing Board when our LCAP was presented in June. Not Met For Two or More Years Patterson Joint Unified School District did not submit the Local Indicators Report to the Governing Board when our LCAP was presented in June. 2023 50712330000000 Roberts Ferry Union Elementary 6 During various surveys and question and answer periods with our students, they self-reported a high level of safety and engagement within the school. There were requests to implement a music and/or arts program. Met 13JUN2023 2023 50712330121525 Roberts Ferry Charter School Academy 6 During various surveys and question and answer periods with our students, they self-reported a high level of safety and engagement within the school. There were requests to implement a music and/or arts program. Met 13JUN2023 2023 50712660000000 Salida Union Elementary 6 "The district administers the CA Healthy Kids Survey every other year to students in 5th, 6th and 7th grades. Three data points have been identified for growth and monitoring – School Connectedness, and Caring Adult Relationships, and Feel Safe at School/School Perceived as Very Safe or Safe In 2023, 5th grade results continued to increase. There was a 4% increase in School Connectedness (73%) and 1% increase in Caring Adult Relationships (78%) and a 5% increase in students responding that they Feel Safe at School (83%). Results for 6th grade showed decreases in School Connectedness at 68%, Caring Adult Relationships at 56% and School Perceived as Very Safe or Safe at 51%. Results for 7th grade did not have comparative data in each area. Results showed School Connectedness at 45%, Caring Adult Relationships at 51% and School Perceived as Very Safe or Safe at 37%. 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 86% selected ""Agree"" and Middle School students' overall rating was 74% ""Agree"" The district continued to implement Action 2.2 which prioritizes the district's need for continued improvement in Academic Engagement (engaging students in their learning) and Conditions & Climate (providing a healthy, safe and welcoming environment.) This action provides: school counselors at each school; elementary music and PE teachers; S.T.E.A.M Wednesdays at elementary schools, and enrichment opportunities for students. The district maintains school-wide Positive Behavior and Intervention Supports (PBIS) and social emotional learning programs. The district will continue to implement The Toolbox Project - 12 Tools. In partnership with Stanislaus COE through the CalHope SEL Grant the district is refining and strengthening district practices to meet the needs of Salida’s diverse learners." Met 20JUN2023 2023 50712660124768 Great Valley Academy - Salida 6 GVA/Panorama Student Survey Spring 2023 Results (grades 3-5): Supportive Relationships - 88% responded favorably ~Measures hoe supported students feel through their relationships with family, friends, and adults at school Teacher-Student Relationships - 75% responded favorably ~Measures how strong the social connection is between students and teachers within and beyond the classroom Classroom Belonging - 60% responded favorably ~Measures how much students feel that they are valued members of the classroom community Great Valley Academy employed a new survey tool this year, investing in the comprehensive data platform from Panorama. This is part of larger plan to support MTSS implementation/enhancement and support of the whole child through strong data and informed decisions. It did, however add depth, complexity, time and effort to the survey process, for all (students, staff and families). The resulting data is more detailed, expansive and targeted than prior surveys, which allow for GVA to better improve services and supports in necessary areas, as well as expand and enhance growth in areas of relative strength. That said, comparing prior results would be apples to oranges. We believe that it will take a little time for the GVA community to become accustomed to the Panorama surveys and that validity and reliability of the data will increase over time. GVA believes, based on this and observational data that we are still building post-Covid community at our schools (all schools). We believe that students are still re-adjusting to this new normal and that the character and culture focus at GVA will support a greater sense of belonging and community amongst our students and families. It will remain a focus for us and the larger GVA community. Met 21JUN2023 2023 50712740000000 Shiloh Elementary 6 The district continues to receive survey result which indicate a desire to see additional supervision and increased activities for students. Over the last five years, the district has added 5 teachers and more than doubled the paraprofessional staffing throughout the day to increase offerings and reduce student ratios. The district will continue this agenda with the intention that members of the community who are involved and present on campus will eventually notice the improvements. Met N/A 13JUN2023 2023 50712740121558 Shiloh Charter 6 The district continues to receive survey result which indicate a desire to see additional supervision and increased activities for students. Over the last five years, the district has added 5 teachers and more than doubled the paraprofessional staffing throughout the day to increase offerings and reduce student ratios. The district will continue this agenda with the intention that members of the community who are involved and present on campus will eventually notice the improvements. Met N/A 13JUN2023 2023 50712820000000 Stanislaus Union Elementary 6 For the year 22-23: Met Response Rate: 5th grade at 54.8%; 7th grade at 85% School Engagement: 5th grade at 64%; 7th grade at 52% School Safety: 5th grade at 75%; 7th grade at 52% School Climate: 5th grade at 72%; 7th grade at 57% Student Social/Emotional Health: 5th grade at 72%; 7th grade at 67% Successes: California Healthy Kids Survey (CHKS): Student survey participation increased on the CHKS for both 5th and 7th graders for the current year as compared to last year. Elementary participation rates are lower as compared to the junior high school, however, these ratings were consistent with previous years' data. DATA: SUSD 5th and 7th grade students participated in the CHKS in 2022-2023. Although we had higher participation rates as compared to 2021-2022 results, participation rates were lower than hoped for this year for 5th graders (54.5% response rate) because they must have parent permission. We had a much higher participation rate for 7th grade students (85% response rate) when the survey was administered to them in October 2022. All students completed the survey online. The sample size was small, but the results were similar to previous year's survey data. MEANING: The 5th grade data remained similar to the 2021-2022 survey results with some small decreases/increases in all areas. 7th grade data remained similar to 2021-2022 survey results with some 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. School sites continue to utilize the data to make improvements at the site level. USE: Stanislaus Union School District will continue to provide Positive Behavior Interventions and Supports (PBIS) training and support for school staff through the county. School sites will continue to provide anti-bullying presentations annually. We will continue to provide Student Assistant Specialist (SAS) services for 5 days a week at all sites through the Center for Human Services for the 2023-2024 school year. We will also hire a Clinician and Clinician Intern for the 23-24 school year to support mental health needs. We have also increased Behavior Analyst (BCBA) time at all sites for the 2023-2024 school year. This is an increase from one to two BCBAs to support students. We will continue to use our district wide Social Emotional Learning (SEL) curriculum for the 2023-2024 school year. Future Plans: SUSD plans to explore the integration of The 7 Habits of Highly Effective People and the Leader in Me curriculum into the existing character traits program at our school sites. These programs come with additional data tools and surveys that provide the ability to follow targeted outcomes in real time more frequently than the CHKS. Met 15JUN2023 2023 50712900000000 Sylvan Union Elementary 6 We know that students who feel connected to school believe that adults in the school care about their learning as well as them as individuals. School staff need to have high academic expectations and rigor with support for learning, as well as positive adult/student relationships in a physical and emotionally safe environment. Connections with students spring from individual action on the part of the adults on school campuses as well as the school environment. Analysis of these survey results provided us with new knowledge. Overall, students, families and staff all strongly agree that our schools are safe and orderly. The student survey results showed us that we need to celebrate students’ successes more overtly. There was a discrepancy between how students reported on school connectedness versus what staff reported on school connectedness. Staff were trained on social and emotional learning (SEL) as well as trauma-informed practices to support students and strive to increase the level of connectedness that students have at school. In the 2022-2023 school year Professional Learning Pathways were provided to certificated staff for them to explore the Core Competencies in SEL, Morning Meetings and Restorative Practices (RP). In the 2023/2024 school year Professional Learning Pathways will include RP, Morning Meetings and Behavioral Interventions and supports for both elementary and middle schools. Each middle school has a WEB (Where Everyone Belongs) program to engage students in school. Schoolwide assemblies focus on empowering and engaging students to create a positive learning environment. Met 06JUN2023 2023 50713240000000 Valley Home Joint Elementary 6 Not Met For Two or More Years 2023 50736010000000 Newman-Crows Landing Unified 6 Newman-Crows Landing Unified School District believes that school safety and connectedness are of the utmost importance in educating the students in our district. We believe that students thrive in a safe, engaging environment that provides students with rigorous curriculum, relevant classroom activities and relationships that support student learning. In February of 2022 we administered the California Healthy Kids Survey to fifth, seventh, ninth and eleventh grade students. Key indicators below provide data on school connectedness and safety based on the CHKS: School Connectedness: percentage of students reporting true or very much true. 5th: 71% 6th: 50% 7th: 49% 8th: 45% 9th: 61% 10th: 57% 11th: 50% 12th: 53% Caring Adults in School: % of students reporting true or very much true. 5th: 71% 6th: 56% 7th: 43% 8th: 42% 9th: 58% 10th: 57% 11th: 53% 12th: 56% Students Feel Safe at School: percentage of students reporting school as very safe or safe. 5th: 71% 6th: 50% 7th: 53% 8th: 45% 9th: 62% 10th: 59% 11th: 53% 12th: 58% Key Learnings As students move the grade levels, they feel less connected to school and teachers. The same can be said of feeling safe at school. This mirrors the data at the state level. In comparing data by Race/Ethnicity, there is not a large discrepancy. For example, 50% of eleventh grade Hispanic or Latino students felt connected to school and 52% of white eleventh grade students felt connected to school. Of the Fifth grade Hispanic or Latinx students, 71% felt connected to school and of the white, 55% felt connected to school. At the secondary level, there was similar data at all grade levels with minimal discrepancy. This leads to the conclusion that student Race/Ethnicity is not a factor when considering a student’s connectedness to school. This is a positive outcome for our sites and staff. Area of Strength Elementary students feel very connected and safe in school. Elementary schools have implemented digital communication tools, added site counselors, hold weekly/monthly assemblies, work with parent-teacher organizations, have Afterschool Programs and hold evening events for parents and students. This is not an exhaustive list but shows the effort being made to connect families and students to the school. Area for Improvement As a district, we need to focus on improving school connectedness at the secondary level. There are many clubs, extra-curricular activities, and support available to students. The next step may be to improve outreach and communication with students to engage them and improve their feeling of connectedness. Chronic absenteeism has increased dramatically post-Covid and we need to develop plans to increase engagement and address the perception that students are not connected to school. Focus groups with students can also provide information on how to improve connectedness. Not Met For Two or More Years 14AUG2023 2023 50755490000000 Hughson Unified 6 Students took the California Healthy Kids Survey (CHKS) in January 2023. The 2023 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 2023 Local Performance Indicator Self-Reflection for Hughson Unified School District Page 13 of 14 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 2023, 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 2023 and results will be reported at the August 2023 Board meeting and the full report will be found on the HUSD website https://hughsonschools.org/ Met 13JUN2023 2023 50755560000000 Riverbank Unified 6 District leadership reviewed and evaluated the data trends identified in the California Healthy Kids Survey. The data revealed that students feel schools are well maintained and students feel safe at school. Areas that appeared to require further intervention included: school connectedness, social-emotional, and substance use prevention. Riverbank Unified is committed to providing curriculum, on site support, and resources, including staffing, to students and their families as applicable. Further discussions will continue to take place to understand the need and to fortify the existing services. Met 20JUN2023 2023 50755560113852 Riverbank Language Academy 6 RLA conducted student surveys to assess school climate and student engagement with the school. The data obtained from the CHKS (California Healthy Kids Survey) indicates a need to improve school climate and student connectedness. One of the goals of the school is promote a healthy development of student identity and agency through positive social interactions with peers, teachers, and adults at the school. Met Riverbank Language Academy integrated an LCAP goal to promote a positive school climate and school connectedness. Through specific actions and services as identified in this LCAP goal RLA provides access to mental health support and social emotional learning. RLA has developed a MTSS (multi-tiered systems of support) plan to support student learning and promote a social emotional learning. The school has a full-time School Counselor, a part-time Student Assistant Specialist and a Dean of Student Services that focus on the school established MTSS supports that promote a positive school environment. RLA integrated additional enrichment opportunities and student clubs to promote school connectedness. 14JUN2023 2023 50755640000000 Oakdale Joint Unified 6 OJUSD students last 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, more 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 decrease 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 a growing issue, especially at the secondary level with 3% of 5th 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, 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 12JUN2023 2023 50755645030176 Oakdale Charter 6 In the past, Oakdale Charter has not used the California Healthy Kids Survey and has relied more on anecdotal family and student input for school climate information. Oakdale Charter students work primarily from home, so school climate is of less importance than sites students attend all day. Post-pandemic, we are considering using the CA Healthy Kids Survey to be given in Oakdale Joint Unified in December as part of our school climate data and will be able to provide more detailed information next year and to find ways to improve school climate and our students' connections to our school. Met 12JUN2023 2023 50755720000000 Waterford Unified 6 Data School connectedness 2022-23: 5th (62%); 7th (59%); 9th and 11th (48%) 2020-21: 6th (69%); 7th (48%); 9th and 11th (52%) 2018-19: 5th (72%); 7th (58%); 9th and 11th (61%) Feel safe at school 2022-23: 5th (77%); 7th (51%); 9th and 11th (58%) 2020-21: 6th (81%); 7th (67%); 9th and 11th (65%) 2018-19 : 5th (79%); 7th (64%); 9th and 11th (59%) Meaning The impacts of distance learning and lower than normal attendance rates continue to affect our students' sense of school connectedness and safety at school. 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 in understanding the role these data play in gauging school climate. 15JUN2023 2023 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 13JUN2023 2023 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 2022-2023 school year. Data from the surveys provided valuable feedback that support the District's LCAP Goals and Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community. Key findings: School Connectedness 5th 73% 7th 57% 9th 53% 11th 49% NT 63% Caring Adult Relationships 5th 72% 7th 58% 9th 50% 11th 56% NT 50% Parent Involvement in Schooling 5th 78% 7th 54% 9th 43% 11th 36% NT 54% Parents feel welcome to participate at this school Elementary 63% Middle School 56% High School 62% School staff treat parents with respect Elementary 95% Middle School 88% High School 87% Students feel safe at school 5th 78% 7th 51% 9th 53% 11th 47% NT 60% Meaning: As students move from elementary to the secondary grades, they feel less connected to school. The same can be said of the feeling safe at school. Use: Supports for students' social and emotional continues to be a priority in the District. Support Staff - Counselors, Community Liaisons, and C.A.R.E Clinicians, and nurses - continue to support student needs. The District and Schools implement PBIS, Restorative Practices, and Other Means of Corrections. The District and school sites ongoing and annually review data - student survey(s), chronic absenteeism, discipline, and suspension - monitor, evaluate, and take steps necessary to improve outcomes for students. Met 20JUN2023 2023 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 2022-2023 school year. Data from the surveys provided valuable feedback that support the District's LCAP Goals and Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community. Key findings: School Connectedness 5th 73% 7th 57% 9th 53% 11th 49% NT 63% Caring Adult Relationships 5th 72% 7th 58% 9th 50% 11th 56% NT 50% Parent Involvement in Schooling 5th 78% 7th 54% 9th 43% 11th 36% NT 54% Parents feel welcome to participate at this school Elementary 63% Middle School 56% High School 62% School staff treat parents with respect Elementary 95% Middle School 88% High School 87% Students feel safe at school 5th 78% 7th 51% 9th 53% 11th 47% NT 60% Meaning: As students move from elementary to the secondary grades, they feel less connected to school. The same can be said of the feeling safe at school. Use: Supports for students' social and emotional continues to be a priority in the District. Support Staff - Counselors, Community Liaisons, and C.A.R.E Clinicians, and nurses - continue to support student needs. The District and Schools implement PBIS, Restorative Practices, and Other Means of Corrections. The District and school sites ongoing and annually review data - student survey(s), chronic absenteeism, discipline, and suspension - monitor, evaluate, and take steps necessary to improve outcomes for students. eCademy's data is included in Turlock USD reporting of local indicators. Met 20JUN2023 2023 50757390131185 Fusion Charter 6 In Spring 2023 Fusion students in Grades 9-11 participated in the Healthy Kids Survey of perceptions of school safety and overall feelings of connection to school within the past 12 months. 45 students responded, 36% of Fusion’s high school population. Students in grades 7 and 8 were not surveyed through the California Healthy Kids Survey due group sizes of less than 10 students. Due to the low number of students surveyed, we will administer the survey again in the Spring of 2024 with the goal of increasing student participation. 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 of days a week. 83% of 10th graders and 85% of 11 graders felt that the school has high expectations. 80% of 10th graders and 69% of 11th graders felt that there were caring adults in the school. 95% of students in grade 10 and 84% of students in grade 11 agreed or strongly agreed that teachers treat students fairly. Chronic Absence continues to be a concern. This year, in the 3rd year of the pandemic, 40% of 10th graders and 31% of 11th graders cited illness as a reason for absence in the past 30 days. Although 20% of 10th graders and 15% of 11th graders cited feeling “sad, hopeless, anxious, stressed or angry” as a reason for absence, no students cited being bullied or mistreated or that they didn’t feel safe going to school. 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. Fusion also created more opportunities for students activities on campus such as our first ever prom, and quarterly movie nights for our students. Met 30JUN2023 2023 51105120000000 Sutter County Office of Education 6 There were 42 students enrolled at FRA at the time the Healthy Kids Survey was administered. 30 students completed the survey. Based on the key findings in the data: 30% of the students felt they had a connection with the school 36% felt the school is safe 9% stated they have been bullied on campus 14% of the students have experienced social-emotional distress The data demonstrates the need to build relationships and support students that school safety is one of the main priorities here at FRA. The low percentage of students being bullied on campus is a positive but there needs to be continued education on how bullying can affect students in and out of school. Strengths: Strengths identified through the Ca Healthy Kids Survey indicate students are feeling encouraged that teachers have high expectations of them. Students are growing in the area of social and emotional learning. Based on the data students are feeling optimism about being at school. This is attributed to the increased level of SEL support provided through Student Support and Outreach. Another area of strength is students are feeling that they are given a voice and being heard by staff. Areas of Growth: Based on the data there needs to be some progress on building relationships so students can feel more connected to the school. The challenge lies that the population that attends FRA is so fluid. Students also have stated that they feel that there is a lack of importance in the work they are completing toward high school graduation. To resolve this we have instituted days where teachers are modifying their lessons to be more hands-on to encourage engagement and relevancy. Barriers and challenges: Barriers and challenges identified include a high transiency rate. 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 Feather River Academy. This creates a need to disaggregate student survey data by length of enrollment. Another challenge at FRA is an issue with attendance. Overall attendance has increased for the 2022/2023 school year due to the outreach, but chronic absenteeism continues to be a significant issue. In 2022/23 Positive Behavior Intervention Support (PBIS) was reintroduced to the staff working to implement PBIS Tier I and to begin the transition to Tier II. The work on PBIS will continue in 2023/24 with Tier II work to begin in the fall semester, led with support from SCSOS and SSO. Students who had achieved adequate attendance, engagement, and work completion were also students who successfully accessed the positive behavior interventions and supports. The student orientation has been revamped to include the school administration, counselor, and probation officer as a way of informing the parents and students of services that are being offered to the student outside of the classroom. The process has been shown to encourage students and their parents to Met 22JUN2023 2023 51105120138040 AeroSTEM Academy 6 A local climate survey was given to students that provided a valid measure of school safety and connectedness. The results of this survey were used in developing the 2023/24 LCAP. Findings from this survey indicate that 60.4% of students usually feel safe at school, 33% sometimes feel safe at school, and 6.6% never feel safe at school; 89.6% say they get the support they need from staff to be successful at school; and 18.9% of students say they don’t feel connected to the school. Few students identified bullying as a problem (Usually 10.5%, Sometimes 32.4%, Never 57.1%). Eighty percent of the students have activities at school they enjoy participating in. Most students feel safe at school and are getting the support they need to be successful at school. Bullying has been identified as a problem. Few families feel connected to the school (68.75%) and 18.9% of students say they never feel connected to the school. AeroSTEM experienced many personnel changes in the 2022/23 school year that may account for this area of growth. Our LCAP Goal 2 includes an action focused on communication and student and parent engagement. AeroSTEM Academy will implement communication strategies and community building activities to create a school culture in which 90% or more students and families feel a sense of connectedness to the school as measured by surveys. Our 2023/24 LCAP Goal 2 includes an action intended to improve communication and parent engagement as well as an action designed to support student well-being. Met 26JUN2023 2023 51105120140152 Pathways Charter Academy 6 There were 19 students enrolled at the time the CHKS was administered. 19 students completed the survey. Based on the key findings in the data: 37% felt they had a connection with the school 52% reported academic motivation 52% reported high expectations from adults 14% stated they have been bullied 29% had rumors spread about them 7% experienced cyberbullying 10% have experienced social-emotional distress 29% experienced chronic sadness/hopelessness 14% considered suicide 40% reported optimism 29% report ever using alcohol or drugs to get high 14% report current alcohol or drug use 14% report current vaping The data demonstrates the need to build relationships and support students that school safety is one of the main priorities. The low percentage of students being bullied on campus is a positive but there needs to be continued education on how bullying can affect students in and out of school. Strengths identified through the CHKS indicate students are feeling encouraged and that teachers have high expectations. Students are growing in the area of social and emotional learning. Based on the data students are feeling optimism about being at school. This is attributed to the increased SEL support provided through Student Support and Outreach. Students are feeling that they are given a voice and being heard by staff. Based on the data there needs to be some progress on building relationships so students can feel more connected to the school. The challenge lies that the population that attends PCA is fluid. Students also have stated that they feel that there is a lack of importance in the work they are completing toward graduation. We have instituted days where teachers are modifying their lessons to be more hands-on to encourage engagement and relevancy. Barriers and challenges identified include a high transiency rate. 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. Another challenge is attendance. Overall attendance has increased for the 22/23 school year due to the outreach, but chronic absenteeism continues to be a significant issue. In 22/23 PBIS was reintroduced to the staff working to implement PBIS Tier I and to begin the transition to Tier II. The work on PBIS will continue in 23/24 with Tier II work to begin in the fall, led with support from SCSOS and SSO. Students who had achieved adequate attendance, engagement, and work completion were also students who successfully accessed the positive behavior interventions and supports. Met 22JUN2023 2023 51713570000000 Brittan Elementary 6 1. DATA: Surveys were given to students, TK-8th grade, April 2023 and the results indicated that 93% of our students feel our school is safe, clean and a positive place to be. 94% of the students enjoy coming to school, being a part of their class and 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, PE classes in the lower grades, more shade areas and trees around campus. 2. 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, healthy 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 2023-2024 school year will be trying to add a PE schedule to the lower grades, more places to sit and providing some shade structures around campus. It is the goal of the District to try to meet those needs during the 2023-2024 school year. 3. USE: The LEA is currently looking into options for shade structures, and is working with landscaping companies to acquire bids for trees around campus. In addition to improvements around campus, we will be looking at PE programs at other sites, and talking with our 6th grade team to see how they work PE into their daily schedule. Through vertical grade level collaboration time between 3rd-6th grade, we will hopefully be able to begin offering a set PE program for the students in those grades. As a result, we will be able to achieve some of our goals we have made due to the results from the student surveys. Met 27JUN2023 2023 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 2023/24 LCAP. Findings from this survey indicate that 73.1% of students usually feel safe at school and 23.1% sometimes feel safe at school; 94.3% say they get the support they need from staff to be successful at school; and 13.5% of students say they don’t feel connected to the school. More students identified bullying as a problem (Usually 22.6%, Sometimes 47.2%, Never 30.2% in 2023 compared to Usually 16.1%, Sometimes 50%, Never 33.9% in 2022). Ninety-six percent of the students have activities at school they enjoy participating in. MEANING: Spring 2023 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. We have maintained a 0% suspension rate for three years. Each year, more students say there are activities at school they enjoy participating in (88.2% in 2021, 94.7% in 2022, 96.2% in 2023). Students receive encouragement from adults at the school to do their best and they say they get the support they need to be successful. 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. 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. During the 2022/23 school year we updated our school discipline matrix and implemented character trait lessons each month. We saw some improvement in the day-to-day behaviors of students so we will continue this action in the 2023/24 school year. We will also continue Goal 2, Action 2.3 of supporting the well-being of students by funding a part-time school counselor. Expected outcomes are to increase the percentage of students usually feeling safe at school to 85% and decrease bullying to 10% or less. Met 15JUN2023 2023 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. Met 08JUN2023 2023 51713810000000 Franklin Elementary 6 Data: In March 2023, 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 2023/24 LAP. Results include: • Our school is safe and clean: 94.28% • There are caring adults on campus that I know I can talk to: 87.64% • Overall, I like coming to our school: 88.56% 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 suggestion of educational partners, well-being is part of our 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. Our school counselor will continue to be full-time and we are purchasing and implementing an SEL curriculum Met 28JUN2023 2023 51713990000000 Live Oak Unified 6 The classrooms at my school are clean and well maintained. Luther 94% LOMS 97% Encinal 93% LOHS 98% VOHS 86% I feel safe at my school. Luther 93% LOMS 93% Encinal 93% LOHS 96% VOHS 96% Staff addresses my concerns Luther 98% LOMS 95% Encinal 97% LOHS 95% VOHS 98% I look forward to coming to school. Luther 85% LOMS 78% Encinal 79% LOHS 76% VOHS 78% I try hard in school. Luther 99% LOMS 98% Encinal 99% LOHS 96% VOHS 98% Adults at my school care about me. Luther 98% LOMS 95% Encinal 93% LOHS 97% VOHS 96% I feel that the rules are communicated to me. Luther 97% LOMS 96% Encinal 99% LOHS 98% VOHS 96% Discipline for breaking rules is consistent. Luther 93% LOMS 92% Encinal 90% LOHS 92% VOHS 96% I feel that I am respected by teachers and staff. Luther 96% LOMS 92% Encinal 93% LOHS 94% VOHS 98% A counselor is available to help me with my problems Luther 96% LOMS 93% Encinal 94% LOHS 99% VOHS 96% 2. 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. 3. 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. Met 07JUN2023 2023 51714070000000 Marcum-Illinois Union Elementary 6 1. 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 76.7% of students usually feel safe and 17.2 sometimes feel safe at Marcum-Illinois School. In addition, 13.9 of students feel that bullying is usually a problem at the school. Less than 1.5% of students say the school is not clean. Eighty-seven percent of students say there are activities at school they enjoy participating in. 2. Spring 2023 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. More students say bullying is a problem (13.9% in 2023 compared to 8.8% in 2022). Not all students understand what bullying is and not all staff know how to respond to reports of bullying. 3. 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, we have developed actions and services that promote student and parent engagement by regularly communicating, offering family events, and opportunities for parent input. (Action 2.1) We will support the social-emotional needs of students by funding a part-time school counselor, using a Social Emotional Learning (SEL) screener, and implementing a weekly SEL curriculum in each classroom. We will also provide instruction to students on what bullying is and is not and how to report bullying. We will ensure that all staff are able to respond appropriately to reports of bullying promptly. (Action 2.2) Facilities will be safe and well-maintained. (Action 2.4) Met 12JUN2023 2023 51714070109793 South Sutter Charter 6 In the Spring of 2023, 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 at South Sutter, 27.5% 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. This understandably continues to be a low point as Covid restrictions have begun to ease this year, but some activities are still not fully available yet. Met 12JUN2023 2023 51714150000000 Meridian Elementary 6 DATA: We conducted a panoramic survey at the beginning of the year, a 5th-8th grade survey, and a Healthy Kids survey at the end of the year. Results from the Healthy Kids survey are not available yet. 75% students like school, 71% feel successful, 68% feel like we have high standards, 82% feel expectations are clear, 89% feel respected by teachers, 79% feel they are rewarded by good behavior. 89% feel safe, 54% feel they have an adult they can talk to. Overall, the climate is good. Student behavior has improved throughout the year through staff collaboration, and a new behavior plan. Some students feel that we need higher standards. We are searching for a counselor to provide students support for social and emotional needs. One of our biggest challenges is that we had several new, inexperienced instructors. We hired experienced teachers for the 2023-24 school year, resolving this challenge. We hired an additional teacher to instruct TK-Kindergarten students. This should improve behavior in the younger grades and help with student learning. We plan on providing more professional development and collaboration with staff in order to improve behavior next year. Met 15JUN2023 2023 51714150129007 California Virtual Academy at Sutter 6 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, the school has/will implement the following: • LC Community social platform for parents/LCs to connect with other CAVA parents/LCs schoolwide and within specific grade bands, providing relevant and meaningful connections, information, resources, and support. • Coffee Chats in English and Spanish for parents and LCs to make connections, share information and resources, and build relationships. • ParentSquare schoolwide communication platform, weekly schoolwide and department newsletters/updates, email, phone calls, and announcements and updates shared in daily live class connects sessions. • Schoolwide initiatives to encourage and support fitness and movement. • Schoolwide Social and Emotional Learning (SEL) plan to drive the implementation to better support teachers/staff and positively impact the school's culture. The comprehensive plan includes the importance of behavioral and physical health. • Extended onboarding to support new students and LCs including adding 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/opportunities, video tutorials, transition support for Elem-MS-HS transitions, and family newsletters. • Care Solace • Expanded support, school supplies and holiday gifts for MKV and Foster Youth • Resources and support for families in need • Comprehensive summer plan to engage students, provide social interaction for students and families who are continuing with CAVA, new to CAVA, and students who need additional academic support. • Opportunities for students to interact in Class Connect (CC) sessions through the implementation of project-based learning and 3 Signature Practices (CASEL). • Service-learning course for students in grades 9-12, and service-learning opportunities are being offered schoolwide, including o Red Ribbon Week (Oct) o Operation Gratitude (Dec) o National School Choice/Talent Showcase (Jan) • In-person events offered to students, including school wide back-to-school park day, monthly all-school outing days, service-learning projects, clubs, e-Sports, picture day, pop-up events, and in-person celebrations, to create opportunities for students in geographical areas to connect and make friends. Met 08JUN2023 2023 51714230000000 Nuestro Elementary 6 1. Nuestro Elementary surveys every grade level we serve each year to determine students’ perceptions of school safety and connectedness. We report the results to our local governing board, educational partners, and the public. Furthermore, the results are considered when determining the goals and actions for our LCAP. Results of the spring 2023 student survey: • I feel safe while at school: Yes 64.3%; Sometimes 29.8%; No 6% • My school is clean, safe, and in good condition: Yes 76.2%; No 23.8% • Students bullying other students is a problem at my school: Yes 24.4%; Sometimes 33.9%; No 41.7% • I feel connected to this school: Yes 79.4%; No 20.6% • I get the support I need from my teachers/staff to be successful at school: Yes 89.3%; No 10.7% • There are activities at school that I enjoy participating in: Yes 92.9%; No 7.1% 2. Spring 2023 local student survey results indicate there are engaging activities students enjoy and students feel they are supported by staff to be successful in school. Fall 2022 Dashboard reports 5.4% of students were suspended, Socioeconomically Disadvantaged 8.4%, SPED 3.3%, EL 0%. ATSI identified groups are: Socioeconomically Disadvantaged and White. Local discipline referral data (not suspensions) was collected as of April 15, 2023, and there has been an increase in discipline referrals, 34% in 2023 compared to 12% in 2022, however, there has been a significant decline in suspensions according to local data. The 2022 CA School Dashboard reports an 8.4% suspension rate, but locally in the 2022/23 school year the suspension rate was 1.05%. 3. Our LCAP Goal 3, Nuestro Elementary School District will promote student engagement and a school culture conducive to learning, was developed to support the safety, engagement, and involvement of all educational partners. In order to improve student behavior and decrease bullying and suspensions, Nuestro will implement Action 3.3 PBIS in the 2023/24 LCAP. PBIS is an evidence-based, tiered framework for supporting schoolwide practices to promote a safe school by supporting the behavioral, academic, social, and emotional needs of students to proactively affect student outcomes in a positive way. Two teachers will be trained in PBIS during the summer and be the lead in implementation in the fall with support from Sutter County Superintendent of Schools staff. Met 08JUN2023 2023 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 08JUN2023 2023 51714310000000 Pleasant Grove Joint Union 6 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 65.8% of students felt safe at Pleasant Grove School and 30.4% sometimes felt safe at school. In addition, 16% of students feel that bullying is a problem at school. Students feel connected to the school (82.7%) and 96.2% of students say there are activities they enjoy participating in at school. Spring 2023 local student survey results indicate students feel connected to the school and have activities they enjoy. There has been a decrease in the number of students who feel the school is a safe place to learn and there has been an increase in number of students who say bullying is a problem. 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 by funding a part-time school counselor and implementing a character education curriculum, and maintaining a safe, welcoming school environment. Met 15JUN2023 2023 51714490000000 Sutter Union High 6 Creating a positive, safe and clean learning environment has always been a top priority for the SUHSD. The district and its educational partners continue to report that this goal is important and it continues to be one of the district's ongoing successes. Staff, students and families continue to rate the district's campus as clean and safe and that there is a high level of connectedness to the school and its activities. With the implementation of the Capturing Kid's Hearts program, and the addition of bilingual positions to provide families with increased support, the district hopes to add to its strengths and make the culture of the school even stronger. Met 20JUN2023 2023 51714560000000 Winship-Robbins 6 Data: During spring 2023, all students in grades 4-8 completed a local climate survey. The following are key finding that impacted the development of the W-RESD 2023/24 LCAP: • 98.1% of students believe they receive regular encouragement from the adults at school to work hard and do their best. • 96% of students feel safe at school sometimes or always. • 80.8% of students say there are activities at school they enjoy participating in. • 51.9% of students do not believe students bully other students often at school whereas, 40.4% believe it occurs sometimes. • 63.5% of students feel their homework is at their level. • 40.4% of students usually feel comfortable asking their teacher for help whereas, 51.9% said sometimes. • 7.7% of students are never comfortable asking their teacher for help. • 82.4% of student say they get the support they need from their teachers/staff to be successful at school. Meaning: Students feel safe at school both physically and emotionally. The feeling of safety significantly increased this year. In 2022 75% of students said the school was safe, but in 2023 96.1% of students said the school was safe. There are activities at school they enjoy and they feel encouraged to do their best. Students say the school is clean, safe, and in good condition. Half of the students say they are getting extra help with their schoolwork or learning and 55% of students getting help say the extra help is improving their learning. Students care for the safety of one another and share their concerns about other students with their teachers. About 8% of the students say bullying is a problem. 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: Our 2023/24 LCAP Goal 2, Through community outreach, develop and cultivate positive relationships between staff, students, parents, and the community to create a safe and welcoming environment that will ensure a successful learning environment for all students drives our work to improve our school climate. Action 2.1 Facilities will direct our facilities improvement work to increase school safety. We will also complete a tennis court and field upgrade giving students additional outdoor activities during the day and after school. In Action 2.3 School Safety and School Climate we will continue to use Restorative Justice practices to maintain a positive school climate and a new part-time Community Liaison will work with students to improve behavior and monitor their social-emotional health. Action 2.4 Health Services will include a part-time school counselor. Our Kindness Club as part of our MTSS will continue through Action 2.6 School Climate. Met 14JUN2023 2023 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 that the students looked forward to school each day and their teacher was engaging, connected with the family, and provided academic support to the student. Students shared how they 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 06JUN2023 2023 51714640000000 Yuba City Unified 6 Our district uses two surveys to address school safety and connectedness (PASS and CHKS). Based on the survey results, here are the growth, challenges and barriers: Challenges: - 55% of students overall from the schools feel safe at school. This leaves a challenge with our sites to continue to provide a robust of services to address this need and adjust the school climate. -We learned through this data from CHKS that we need to do more to provide services to all of our student so they feel safe at school. We have implemented Wellness centers in over 90% of our schools in order to provide a safe space for students to go when they feel overwhelmed and need a trusting adult to talk to or just a place to seek peace in the midst of the school day. - Our leadership team and counseling team have attended Restorative Justice training in order to build a collective school community that focuses on repairing harm, specifically with student to student conflict. - We continue to implement Positive Behavior Intervention and Supports in order to provide positive expectations schoolwide that can help curb unsafe behavior and promote safe choices and safe spaces. A positive learning environment coupled with high expectations and caring adults on campus can greatly affect school safety and the perception of school safety. - We continue to maintain a comprehensive counseling program to increase students feelings of connectedness and safety. - Continue to work with Trish Hatch counseling so we can fully implement our comprehensive counseling program. - We work with a new safety communication system for emergencies to reach administrators, teachers and parents with critical information and implement a tiered program of support for students. Overall, as a district, we recognize the need to continue to provide a positive school climate for our students so they feel connected, safe and a sense of place at their school sites. We use our funding to promote this with a variety of services that aim to increase our students feelings of connectedness. This is still a growth area, but we are working on addressing it every year. Met 27JUN2023 2023 51714640107318 Twin Rivers Charter 6 1. A review of California Healthy Kids (CHKS) and local Panorama survey data indicates that TRCS students perceive school as safe, but need support regulating emotions and developing a growth mindset. These results coupled with both the aftermath effects of COVID students continue to experience, a concerted effort to address the diverse social emotional needs of students is necessary. 2. Disaggregated results show that while a high percentage of students perceive school as safe, the number declines 13% from 5th to 7th grade. Students in grades 3-5 need support learning to regulate their emotions and fostering a growth mindset. Students in grades 6-8 need support in those areas plus results show a trend for grade 7 students to feel chronically sad. 3. TRCS is committed to providing all students with the tools and strategies they need to attend to their social-emotional needs. Two Counselors, two Board Certified Behavior Analysts and a Psychologist will support students in a comprehensive way. Met "Twin Rivers Charter School's efforts in supporting a healthy and positive school climate are reflective of the TRCS School Vision, ""Inspiring and preparing students for academic excellence and cultivating responsible, engaged, and well-rounded citizens.""" 22JUN2023 2023 51714645130125 Yuba City Charter 6 YCCS surveys families at each event and once per year. Survey results find that families have a positive reflection on the school climate. Families and students feel safe and welcome on the campus. Students have indicated that they feel the campus could be more appealing. The administration acknowledges that the exterior look of the buildings is outdated and that the siding of many of the buildings need repairs and improvements. The administration works with the landlord to coordinate repairs and improvements to the buildings. Families and students report that they have a voice at the school and that the administration and staff are open and responsive to feedback. Met 07JUN2023 2023 52105200000000 Tehama County Department of Education 6 Faculty appreciate the comfortable learning environment and the flexibility of the staff to adjust their teaching style for difficult students. Students are held accountability and teachers demonstrate enthusiasm. A suggestion was given to limit support staff entering the classroom who are not directly working with students so as to minimize any security risks. Another suggestion was to provide more new books. Overall students feel physically safe at the school and that the supports are available to help them be successful with academics. Students expressed desire for more preparation for graduation and college career and additional resources within the classroom that make the classroom more comfortable and also more resources and elective courses. Staff feel the school is positively Staff feel their is a comfortable learning environment and appreciate the flexibility of the staff to adjust their teaching style for difficult students. Students are held accountability and teachers demonstrate enthusiasm. A suggestion was given to limit support staff entering the classroom who are not directly working with students so as to minimize any security risks. Another suggestion was to provide more new books. Met 21JUN2023 2023 52105206119606 Lincoln Street 6 Lincoln Street's annual parent and student surveys continue to illustrate that our school is a safe and inviting environment in which staff, parents, and students feel welcome. Data from the surveys reveal options for parents as teachers to be trained in the curriculum through multiple modalities throughout the year. Historically we have multiple local measures we utilize in addition to the annual state testing to guide our practice and support of students. This last year, our team has taken a deeper dive into streamlining intervention and the use of our measurements to drive instructional practices. Our school serves a diverse population of students and families that have often had school failure or lack of success. Lincoln Street continues to adapt to our changing needs through ongoing professional development and innovation for our staff. In our efforts toward continuous improvement, Lincoln Street will continue to build a robust MTSS system of support, use data to drive decision-making for academics and social-emotional needs and lean into our community resources. Going into the next year, we have added additional staff to support intervention and personalized learning opportunities. Met 22JUN2023 2023 52105206119671 Tehama eLearning Academy 6 The key areas for focus based on the survey results were student vaping, and suicide prevention. We have added a Friday Night Live Group on campus and increased resource information and education on vaping, smoking, and cessation. Additionally, we have provided suicide awareness training in multiple formats for all students, including Middle School. We are now offering a Suicide Awareness Training in the evening for parents and families. Met We continue to provide our school environment as a safe place for students, free from bullying. Students report high levels of feeling safe and happy to be at our school. We have offered a daily cafeteria hour where students can help plan the menu, sign up to help prepare the food, and our staff member provides an opportunity for mentorship of students who need a caring adult to talk to and interact with. The students can socialize and have a meal together in a safe, supportive environment. This program has become a highlight of our school day for many students. 21JUN2023 2023 52714720000000 Antelope Elementary 6 1: Data - a)Results reflect over 95% of students district wide feel safe at school. b) Results reflect over 95% of students know an adult at school that they feel cares about them. c) Results reflect that less than 5% students report having been bullied at school. 2. Meaning - Students feel safe at our district schools. 3. Use - Continued implementation of safety plans, SEL instruction, and trauma informed instruction. Continued partnership with local law enforcement agencies and other community support organizations. Not Met 25AUG2023 2023 52714720134403 Lassen-Antelope Volcanic Academy (LAVA) 6 1: Data - a)Results reflect over 95% of students district wide feel safe at school. b) Results reflect over 95% of students know an adult at school that they feel cares about them. c) Results reflect that less than 5% students report having been bullied at school. 2. Meaning - Students feel safe at our district schools. 3. Use - Continued implementation of safety plans, SEL instruction, and trauma informed instruction. Continued partnership with local law enforcement agencies and other community support organizations. Met 25JUN2023 2023 52714980000000 Corning Union Elementary 6 "Students feel a declined sense of belonging - not part of the school. Attendance dropped. Instances of bullying declined. There was a decrease in chronic sadness/hopelessness. Strengths are meeting the SEL needs of the students through tiered counseling services and teacher training. Areas of focus are reduction in chronic absenteeism and increasing a sense of belonging. We will continue with Wayfinder SEL implementation, provide more after school activities. We will be implementing an advisory period through a change in the master schedule. We are partnering with Tehama County Department of Education and Law Enforcement to implement a new program that will provide a warning if a child has had trauma or law enforcement interaction the evening before they attend school. ""Handle with Care"" We will continue to develop calming corners in our schools. We will continue to provide resources through our homeless closet program." Met 22JUN2023 2023 52715060000000 Corning Union High 6 Not Met 2023 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 2022-2023 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 (51%, 55%(2022), down from 78% in 2019) and Relationships with a Caring Adult (52%, 65% (2022), down from 76% in 2019). In the focus area of School Safety, a decreased percentage of students noted Feeling Safe at School (58%, 64%(2022), down from 86%). In the focus area of Social and Emotional Health, data from two areas stood out: Social Emotional Distress (36% of students believe this to be true, 45% (2022)) and Experience Chronic Sadness/Hopelessness (44% of students believe this to be true, 56% (2022)). 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 at increasing rates. 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. 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. Additionally, we will continue to foster a culture of inclusion and positivity for all students so that they feel welcomed in an inclusive space. 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). 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. 66% (64% in 2022) of students believe they have internal assets; and 76% (71% in 2022) 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. 27JUN2023 2023 52715220132597 Evergreen Institute of Excellence 6 Evergreen Institute of Excellence (EIE) is a Personalized Learning, flexed 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. However, this 2022-2023 school year has brought an increase in in-person learning opportunities. EIE operates under the Evergreen Middle School Safe School Plan, which is the campus we reside on, to ensure student and staff safety. EIE developed surveys for parents of students in grades TK-12, specifically given to 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-ups 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. Met 27JUN2023 2023 52715300000000 Flournoy Union Elementary 6 Data: Parent and Staff Feedback (Surveys and Parent Advisory Committee): Parent feel there is good daily communication from teachers and staff regarding students. They appreciate the way individual personalities are utilized to strengthen community involvement. Smaller class sizes, allowing teachers and staff to learn more about each child and their family lives is appreciated. Parents responded there are many opportunities for families to get involved, volunteer, and appreciate the welcoming environment at the school where they can check in at any time. Specific events appreciated include: back to school nights, book fairs, and the caring environment at the school. Parents feel supported and appreciate the respectful relationship with families and the school's desire to receive and respect their input. They feel the staff desires to learn about their family's strengths, cultures, language, and goals. 3/10 parents are unsure about resources available to support the learning of their child. Suggestions for areas to improve are providing ideas/activities for improving student learning at home and providing a questionnaire at the beginning of each year to parents to list their child's needs and home life and a semester meeting in regards to upcoming needs. Student Feedback: Students respect and appreciate the teachers and school staff as well as the support they receive from staff. The appreciate being part of a small school and the rapport with their classmates. Many positive comments were received about the art lessons and activities. Some areas of improvement include: more/longer breaks during the day; making learning more fun, creating a sense of fairness for all students with more individual consequences, more hands on activities, more equipment on the playground. Meaning: The results of the survey suggest that our areas of strength are the daily communication with families, smaller class sizes, and that we created a welcoming environment. The areas of growth include more parent/student involvement in decision making and improved behavior management system that is consistent and fair. 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. Based on our survey results from spring 2022, this year we started a parent advisory committee. This allowed parents and community members to provide increased input in the decision-making process. 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 wit Met 21JUN2023 2023 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 2022-2023 CHKS report, on average 84% of students in the fifth grade reported that they felt a high level of school connectedness and 88% felt safe at school. 51% of students in the seventh grade reported they felt a high level of connectedness to the school and 55% of students reported that they felt safe or very safe at school. Another noteworthy statistic is that 61% of 7th grade students and 75% of fifth grade students felt that they had caring adult relationships at school. Findings from the CHKS will be used to help guide local decisions for LCAP goals and spending priorities. Met 20JUN2023 2023 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 2022 survey results show: Students = 69% of students feel like they belong (somewhat agree and agree) Staff = 83% of staff feel like they belong (somewhat agree and agree) Families = 97% of families feel like they belong (somewhat agree and agree) Attendance Rate = 99.38% Chronic Absenteeism = 3.9% Expulsion Rate = 0% The MEANING: The data results show an overall feeling of belonging by staff, students, and families. Survey results show that 31% of students do not feel like they belong. 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 like they do not belong will decline. With the implementation of morning announcements, students will hear regularly that they belong and that belonging is important. The message will be said over and over and the students will understand what belonging actually means. We believe we will see a gain in this metric next year. 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 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 13JUN2023 2023 52715630000000 Lassen View Union Elementary 6 Our attendance rate decreased to under 95% Our suspension rate was NEED SUSPENSION RATE Our chronic absenteeism rate was NEED DATA. Our expulsion rate remains at 0%. Other notes: - With the installment of the vape detectors, we had one incidences of vaping or smoking this year. - Every class went on at least one field trip during the 22-23 school year. The feedback from parent/staff educational partners was: - Social/Emotional needs are still very important. - We need to continue to find ways to support our highest need students (behavior and academic). - Student training in online safety and sexual harassment (middle school) is needed. - Student motivation is low in many students. We have observed a larger number of students who are either doing as little as possible or not doing much at all. SURVEY RESULTS NEEDED Resources will be allocated to address: -Social and emotional needs (continue with full-time counselor, SEL curriculum and training, and partner with Tehama County EHRMS to assist with higher emotional needs). - Academic concerns (Implementation of Reading Transformations for students Transitional Kinder thru 5th grade, focus on math fact fluency, adjust our learning lab staffing and student support. - Motivational assemblies and speakers. - Motivational reward system for students completing expectations to the best of their ability. - Student and parent education and training regarding online activity needs to take place Met 21JUN2023 2023 52715710000000 Los Molinos Unified 6 2022- Health Kids Survey Results: 66% of students at the HS level felt connected to school 60% of Elementary Students (5th grade) felt connected to school 70% of HS students agree there is academic motivation 90% of Elementary (5th Grade) agree there is academic motivation 65% of HS students validated that caring adult relationships exist 67% of Elementary (5th Grade) indicated that caring adult relationships exist 60% of HS students perceive school is very safe of safe 73% of Elementary students (5th grade) feel safe at school Based on the 2022 Healthy Kids survey, over half of the student population feel connected to the school environment. Additionally, over 70% feel academic motivation exists in the schools. Over 60% indicated there are caring adults working in the schools. . Based on the information reviewed, it is apparent our PBIS system is working well to increase student connections to school. This will increase with the addition of JV sports and other clubs/programs.To further enhance positive relationships with adults, LMUSD will continue to implement the Positive Behavior Expectations Teaching Method. Met 15JUN2023 2023 52716210000000 Red Bluff Union Elementary 6 In October 2022, the district administered the Youth Truth 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. Student survey results showed favorable data for all survey key measures with the highest average rating in the areas of Academic Challenge and School Safety and the lowest average rating in Peer Collaboration and Belonging. District-wide, students in grades 3-5, a high percentage, 84% of students, think their teachers want them to do their best. At the elementary level, students rated questions on a scale of 1.0-3.0 with any score above 2 considered favorable. All sites had favorable ratings of at least 2.0 in all areas. The middle school survey questions were rated on a scale of 1.0-5.0 with any score above 3.5 considered favorable. The area with the highest average ratings was Academic Challenge Engagement and the lowest-rated measures were Culture and Belonging & Peer Collaboration. 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, 52% of students believed that in order to get a good grade they have to work hard in class and 44% reported they enjoyed school most of the time. Schools are still working to address the social emotional and mental health needs that escalated during and post-pandemic,. This includes feeling a sense of isolation, lack of feeling connectedness or sense of belonging to their school which remains an area of focus, The prioritized social-emotional, and mental health, and behavior with the one-time allocation of COVID funds which included the expansion of counseling, mental health clinicians, and personnel to support behaviors. The district will continue these efforts along with the implementation guided by frameworks and evidence-based practices as part of PBIS and SEL. Counseling teams are made up of counselors, psychologists, and mental health clinicians. The district expanded services through partnerships with community agencies such as ELEVATE, which provided additional counseling at all sites. Feedback along with quantitative and qualitative data will be collected to monitor progress. Met 22JUN2023 2023 52716390000000 Red Bluff Joint Union High 6 Students think about racial and cultural experiences of their peers and are encouraged to think deeply about diversity and inclusion at school. Students spend time and have close friendships with students who are racially and culturally diverse from themselves. Adults on campus treat students fairly. Students feel the school should work on teaching students how to have honest conversations and speak out against racism. Continue to cultivate strong connections between students and adults on campus and build school community and instill a sense of belonging and help students feel valued and that they matter. Not Met Students think about racial and cultural experiences of their peers and are encouraged to think deeply about diversity and inclusion at school. Students spend time and have close friendships with students who are racially and culturally diverse from themselves. Adults on campus treat students fairly. Work on teaching students how to have honest conversations and speak out against racism Students want to continue to cultivate strong connections between students and adults on campus and build school community Instill a sense of belonging and help students feel valued and that they matter. Students would like to incorporate activities in classes for students to connect with their own stories and cultural identities and share out with their peers. Students hear other students make racial jokes or comments and don’t see adults address this. This makes them uncomfortable. The use of the N word happens a lot and students don’t see it being addressed Students who are negatively labeled due to their race don’t always feel comfortable telling anyone or speaking out, but it affects them. Students enjoy the different cultural celebrations that have been happening over the last year (lessons in Advisory, Diversity Club, SOLES Club, etc.) and would like to see more of these things happen on campus and students would like teachers to get to know them better 2023 52716470000000 Reeds Creek Elementary 6 As reflected in our reduction in suspension and the continued positive responses on parents/student survey's, we feel the actions listed in our LCAP have contributed significantly towards the progress made in the overall climate of our school in regards to safety and connectedness. Facility needs are being addressed to provide the space needed for providing tier 2 and tier 3 levels of intervention support. The school had a counselor for 3 and a half days a week this year and will have the same counselor for 5 days a week next year. We will be adding a TOSA for academic and behavioral interventions as well as teacher mentoring and coaching . The school is also focusing on SEL and MTSS strategies through the CalHope county project and the California MTSS professional development program. Met 15JUN2023 2023 52716540000000 Richfield Elementary 6 "In 2022/23 School year RESD began a student and staff connectedness effort in order to help all members of the school community to feel connected, engaged and maintaining a true sense of well being. Using funds from our CalHope and MTSS grants RESD trained teachers and and classified staff on social emotional well being strategies and created a timeline for implementation. Through the formation of a new school leadership team, with representatives from elementary and middle school teachers, parents and staff of special education and English Learner families, RESD's MTSS program has thrived and the momentum from 22/23 has carried into the 23/24 school year. Professional development continued to occur over the summer of 2023 to help foster and cultivate the efforts. Additionally, RESD has doubled the number of counselors available to our students and has utilized the Tehama County Department of Education's new Mental Health and Wellness team to support individual students and provide staff development. Below is a sample of 7th Grade responses from our recent California Healthy Kids Survey: ""I feel close to people at this school = 85% reported yes. No students reported feeling unsafe or very unsafe. 100% of students reported that they had never been in a physical fight. 19% of 7th Graders answered yes to the question: ""During the past 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?"" RESD has seen improvement (16% decrease in ""yes"" responses) in this category from prior year. However, we continue our efforts to support students academically, social-emotionally, and behaviorally." Met 28JUN2023 2023 53105380000000 Trinity County Office of Education 6 Local Survey: 1. Data: Healthy Kids Survey Based on school climate, relational health with staff and safety. 2. Results: Due to our small enrollment size, we utilize a local school culture survey along with the Healthy Kids Survey to garner student input. Strengths: At RISE 1) Relational health, kids feel cared about and encouraged. 2) Students know what to expect and understand that the purpose of education is learning. School Connectedness = 51% (connected to an adult, high expectations from adults) Safety = 51% (fighting, weapons, bullying) Substance Use = 9% (alcohol, vaping, tobacco) Social Emotional Health = 40% (sadness, considered suicide, life satisfaction) Areas of growth: As RISE Academy is closing at the end of the 22-23 school year, our staff will support districts as they open up their own community schools. TCOE has continued to grow and strengthen its mental health support staff to support students, along with supporting the school's SEL implementation and instruction. Met 21JUN2023 2023 53105380125633 California Heritage Youthbuild Academy II 6 Reflecting on the key learnings from the survey results, CHYBA has learned several important insights. First, there has been a significant improvement in student perceptions regarding their connection to the school, happiness, and sense of belonging. This indicates that efforts made by CHYBA and school staff to foster a positive and inclusive school climate have had a positive impact. Additionally, there has been an increase in students' perceptions of fair treatment by teachers and staff, feeling safe at school, and the cleanliness of the school environment. These improvements suggest that the CHYBA's initiatives in promoting fairness, safety, and a clean environment have been effective. On the other hand, there are still areas of potential concern identified in the survey results. Some students expressed disagreement or strong disagreement with feeling happy or a part of the school, as well as feeling safe. While the percentages are relatively low, these areas warrant attention and further investigation to understand the underlying reasons and address any existing challenges. The disaggregated results of the survey findings and other data collection methods provide insights into specific groups within the school and reveal areas of strength, areas for growth, as well as challenges and barriers: Areas of Strength: Improved student perceptions: The overall survey results indicate significant improvements in various areas, such as students feeling close to people at the school, happiness, sense of belonging, fair treatment by teachers and staff, feeling safe, and perceiving the school as clean and tidy. These positive trends suggest that efforts made by the school and the LEA have positively impacted the overall school climate and student experiences. Areas for Growth: Happiness and sense of belonging: Despite the improvements, there is still a small percentage of students who disagreed or strongly disagreed with feeling happy to be at the school and feeling like a part of the school. This indicates that there is room for growth in fostering a greater sense of happiness and belonging among all students. Challenges and Barriers: Disparities among specific student groups: Disaggregating the survey data based on different student groups can reveal disparities and challenges that specific groups may face. It would be important to examine the disaggregated results to identify if there are any significant differences in perceptions and experiences among students from different backgrounds, such as students from marginalized communities or diverse cultural backgrounds. This can help identify any systemic barriers or challenges that may contribute to these disparities and inform targeted interventions to address them. Parental involvement: The survey results indicate a relatively low percentage of students agreeing that parents feel welcome to participate at the school. This suggests a potential challenge in effectively engaging parents and fost Met 28JUN2023 2023 53716620000000 Burnt Ranch Elementary 6 Burnt Ranch Elementary School administered surveys to both students and families this spring. Below is summary of the key data points from each survey. STUDENT SURVEY DATA: 88% of the students feel safe most or all of the time 83% of the students report they have positive relationships with adults at school most or all of the time 75% of the students feel like they belong and are connected at the school most or all of the time 80% of the students report that teachers or other adults at the school care about them most or all of the time 80% of the students report that they agree with the discipline and rules at school most or all of the time 83% of the students report that the cafeteria serves nutritious and tasty meals most or all of the time MEANING: Positive school climate is crucial to academic and behavior achievement. The results from this survey and teacher/staff observations indicate that social emotional health is an area of challenge for our students. USE: Burnt Ranch School will increase the MTSS approach for social emotional health, by hosting character recognition assemblies, guest speakers, SEL curriculum and compassionate systems awareness to improve student outcomes on this survey. We will collaborate with TCOE and use the Qualtrics platform to input and track student behavior concerns. Two new actions have been added to the LCAP that will directly impact student connectedness to school; Enrichment opportunities and Education Partner Involvement. Met 14JUN2023 2023 53716700000000 Coffee Creek Elementary 6 "The district worked with school staff and students to develop a school climate survey tool. This survey was administered to students from Kindergarten through 7th grade and was designed specifically to measure student perception of feeling safe, connected, and supported in school. Across the different grade levels, when asked whether they feel safe in school, over 95% of students responded affirmatively. Students responded that they feel challenged academically and, at the same time, supported to be successful. These supports included help from their teachers and paraprofessionals/instructional aides. High connection rates also were a trend across grade levels as students responded affirmatively to statements like, ""I feel included in school activities"" and ""We like selecting the books that will be in our library”. Students expressed pride in their school. As far as areas of improvement are concerned, students would like more learning opportunities related to arts and music. These results were instrumental in the development of the district's Local Control Accountability, with actions and services included in the plan targeting areas of improvement." Met 27JUN2023 2023 53716960000000 Douglas City Elementary 6 The results of a school-wide survey showed that over 95% of students feel safe at school and 95% 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. Met 21JUN2023 2023 53717380000000 Junction City Elementary 6 Our student population is too small to get Healthy Kids Survey data that is specific to our District. However, we do use a local survey to capture a valid measure of student perceptions of school safety and connectedness for grades TK-8. The results of our 2023 School Survey indicate that 100% of our students feel safe at school, up from 98% in 2022. Our School Survey also indicates that 92% of students feel a sense of belonging and connectedness at school. This is down by 1% from 2022. We are thrilled that 100% of our students feel safe at school! We will continue to work on increasing the number of students who feel a sense of belonging and connectedness at school. Our goal is for 100% of our students to feel like they are connected and belong. We hope to increase the amount of Social Emotional Learning (SEL) on our campus during the 2023-2024 school year. Met 29JUN2023 2023 53717460000000 Lewiston Elementary 6 DATA: We used a local tool to gather information about students' thoughts on school climate. Students commented that they were generally happy with the school, with a 90% satisfaction. 98% of the students feel safe on campus. 97% of students feel that they are connected to an adult at school and feel they have a safe adult to go to if they need to. 90% of the students feel that having a Wellness Liaison is a good thing. MEANING: The students do state they would like to have more opportunities on campus for elective courses, beyond PE and SEL. The students in grades 1-8 will be in elective wheels The challenge is a small staff to provide the services to all students. USE: As a staff, we discussed this and have come up with a plan in which students from 3-8 will be moving teachers for math, Reading, and writing. The size of the school allows for all staff to know the students and make those relationships with students around their interests. With the staff working together, students' voices will be heard. The changes which have been implemented have strengthened the communication with parents and have led to excitement for the upcoming year. Children first. Met 21JUN2023 2023 53717610000000 Trinity Center Elementary 6 Not Met 2023 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 The Healthy Kids survey was administered this spring. Grades 5, 7,9 and 11 responded to this survey. Due to our small numbers the results are reported county wide which could cause some difference in response accuracy. Relying on Healthy Kids Survey results indicate that approximately 76% of reporting 5th-grade students and an average of 50% of 7,9 and 11th graders feel the schools allow and encourage parental involvement and welcome parents' contributions. Efforts continue to be made to encourage the public to attend meetings where important decisions are being discussed and decided on. Notices are regularly sent home with students, and meetings are posted on our marquee. We are working toward posting more notices on our social media page in hopes of improving parent attendance and decision-making involvement. 27JUN2023 2023 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 2023 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- 92%, grade 9-88%, and grade 11-90% 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 7-80%, grade 9- 62%, grade 11- 79%, 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 9-57%, grade 11-58%. An area of need is that of mental health support for Tier 3 students, 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 28JUN2023 2023 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 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 continues to address the learning lose due to the pandemic. Summer school has been provided to students. Tutoring programs are available before and after school. Peer tutors are also available. A ""Homeroom"" period is 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." Met 14JUN2023 2023 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. Based on results of the 2021-2022 California Healthy Kids Survey, 70% of students feel safe at school, and 75% state as feeling connected to school. The percentage of students feeling academically motivated is 73%, with 70% 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. Our Court and Community Schools have experienced staff that are trained to quickly and positively engage students and families into the schools' culture. Many students share that our schools are the only places they feel cared for and that school personnel challenge and motivate them to be successful. We will continue to build a stronger sense of school connection and safety for our students and families. Met 14JUN2023 2023 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 92% of our families 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 now includes helping students to understand the implication of their attendance and how it affects their future. As we come out of the pandemic, we are now turning our attention to changing the mindset of our students and families regarding school attendance when they do not ""feel well."" We have seen how families have kept their students home as advised during the pandemic when they do not feel well. Now we are working to help families understand the importance of being in school on a regular basis. 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 now present lessons increasing student awareness about the importance of school attendance 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 14JUN2023 2023 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. In 22-23, the Overall score was Satisfactory at 77 The Top MRA Results for 22-23 were: LEADERSHIP-Student +10 Positive Wellbeing: Students engage in the behaviors and embrace the mindsets that build resilience and hope. CULTURE-Student +8 Student Empowerment: Students believe they are provided with schoolwide and classroom opportunities that include them in decision-making and grow their leadership competence. ACADEMICS-Student +8 Student Goals: Students are confident in their ability to set and achieve goals. +8 Academic Self-Efficacy: Students are able to apply personal leadership habits to plan, prioritize, and persevere in their academic pursuits. 21/22 Culture - Overall 76 Moderately Effective/Satisfactory / Supportive student environment 70 - Satisfactory Supportive Staff Environment 83 - Effective 22/23 Culture Overall 78 Satisfactory Supportive student environment +5 75 Satisfactory Supportive Staff Environment 82 (-1) Effective 21-22 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) 22/23 Leadership - Overall 77 (+2) Satisfactory Student Leadership +5 75 Satisfactory Staff Leadership +3 80 effective Family and Community Engagement -1 78 Satisfactory 21-22 Academics - Overall 69 (Needs Improvement) Empowering Teachers 72 - Satisfactory Empowered Learners 67 - Needs improvement Goal Achievement 69 - Needs Improvement 22/23 Academics - Overall 76 +7 Satisfactory Empowering Teachers +7 79 Satisfactory Met 13JUN2023 2023 54105460125542 Sycamore Valley Academy 6 During the 2022-2023 school year, Sycamore Valley Academy used a local organization climate survey in which 241students 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. 84% of students agree the school hires and retains highly qualified staff. 2. 59% of students agree the school keeps school facilities well maintained. 3. 89% of students agree the school provides quality instruction for students. 4. 83% of students agree the school provides quality instruction for gifted learners. 5. 87% of students agree the school provides quality instruction for English Language Learners (ELLs). 6. 91% of students agree the school provides quality instruction for students with disabilities. 7. 84% of students agree the school encourages parental involvement. 8. 85% of students agree the school provides quality feedback pertaining to students' academic progress. 9. 71% of students agree that they are satisfied with student(s) academic progress and achievement. 10. 85% of students agree the school engages students in positive activities that lead to academic success. 11. 76% of students agree the school offers students sufficient extra and co curricular activities. 12. 71% of students agree the students and staff are safe at school. 13. 68% of students agree that students are satisfied with their school on a daily basis. 14. 96% of students agree the school has broad course offerings in both core subjects and enrichment opportunities. 15. 76% of students agree the school supports students' character and moral development. The following areas of the LCAP were influences by the data gathered from educational partner input: 1. Continued implementation of Transitional Kindergarten as part of approved material revision to charter outlined in Goal 1. 2. Continued implementation of academic intervention supports outlined in Goal 1. 3. Continued expansion of extra and co curricular activities offered to students outlined in Goal 2. 4. Continued implementation of behavioral intervention supports including hiring of social worker outlined in Goal 2. 5. Improvement of instruction for English Language Learners (ELLs) and gifted learners through Project Based Learning instructional differentiation outlined in Goal 3. 6. Improvement of teacher pedagogy through professional development to include instruction for gifted learners outlined in Goal 3. Met 12JUN2023 2023 54105460135459 Blue Oak Academy 6 During the 2022-2023 school year, Blue Oak Academy used a local organization climate survey in which 154 students in grades 3-6 participated. The student survey was aligned to meeting the goals outlined in BOA'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. 89% of students agree the school hires and retains highly qualified staff. 2. 78% of students agree the school keeps school facilities well maintained. 3. 88% of students agree the school provides quality instruction for students. 4. 83% of students agree the school provides quality instruction for gifted learners. 5. 87% of students agree the school provides quality instruction for English Language Learners (ELLs). 6. 84% of students, 90% of staff, and 97% of parents agree the school provides quality instruction for students with disabilities. 7. 82% of students agree the school encourages parental involvement. 8. 93% of students agree the school provides quality feedback pertaining to students' academic progress. 9. 86% of students, 74% of staff, and 92% of parents agree that they are satisfied with student(s) academic progress and achievement. 10. 87% of students agree the school engages students in positive activities that lead to academic success. 11. 68% of students agree the school offers students sufficient extra and co curricular activities. 12. 75% of students agree the students and staff are safe at school. 13. 69% of students agree that students are satisfied with their school on a daily basis. 14. 92% of students parents agree the school has broad course offerings in both core subjects and enrichment opportunities. 15. 82% of students parents agree the school supports students' character and moral development. The following areas of the LCAP were influences by the data gathered from educational partner input: 1. Expansion of Transitional Kindergarten to include the enrollment of additional 5 year olds as part of approved material revision to charter outlined in Goal 1. 2. Continued implementation of academic intervention supports outlined in Goal 1. 3. Expansion of extra and co curricular activities offered to students outlined in Goal 2. 4. Continued implementation of behavioral intervention supports including the retainment of social worker outlined in Goal 2. 5. Continued improvement of instruction for English Language Learners (ELLs) through Project Based Learning instructional differentiation outlined in Goal 3. 6. Improvement of teacher pedagogy through professional development to include instruction for gifted learners outlined in Goal 3. Met 12JUN2023 2023 54105465430327 La Sierra High 6 La Sierra’s most recent California dashboard data indicates that the site needs to make advancement in the areas of English language arts, mathematics and science and in reducing student discipline issues as it pertains to the advent of suspensions. During the 22-23 school year, La Sierra implemented with fidelity the advent of Student Study teams to address individual cadet academic and social issues for student capacity building efforts. La Sierra also applied and was approved for a Community Schools Grant in the amount of 200,00 dollars. The CSG grant will be utilized to create a Community School’s teacher position that can further support at-promise students at La Sierra who need additional behavioral and academic support for school improvement measures for raising cadet achievement over time. During the Spring Semester of 2023, La Sierra also implemented a weekly enrichment block every Thursday from (8:00-8:30 am) where cadets could receive additional academic support from their respective teachers with their studies. La Sierra also implemented a weekly after school credit recovery program to help students earn additional credits towards high school graduation. School survey data revealed that 82 percent of cadets felt connected to the school site for their learning and socio-emotional needs. The advent of the needs assessments completed by the site’s educational partners reveals that La Sierra will need to refine its tiered structures of support i.e., (MTSS framework) for the upcoming school year in order to improve the site’s academic and social programs for student and staff capacity building efforts for continual school improvement endeavors for raising cadet academic and social achievement for all student subgroups at La Sierra. Met NA 14JUN2023 2023 54105466119291 Eleanor Roosevelt Community Learning Center 6 ERCLC did not have the opportunity to administer a traditional local climate survey. Students were back on campus for the majority of the school year and we did listen to students in groups and as individuals for areas of interest and needs. ERCLC consciously added Healthy Mind Habits for students, Respect Agreements and positive rally gatherings, 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 which we will continue to address. We have hired a full-time psych intern for next year and will bring additional mental health training for parents. 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 these events are very important to them. 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 writing. Met 22JUN2023 2023 54717950000000 Allensworth Elementary 6 "Even though the CHKS survey was not administered this year, the district was able to gather informal student information on their sense of connectedness to school and level of safety and security they feel. The level of student-to-student bullying was minimal and of low level (""They don't want to play with me."" ""They won't talk to me."" ""She/He doesn't want to be my friend.""). Staff members focus on building strong positive relationships with all students and strive to make school and lessons engaging to increase student interest. Parents report that children enjoy coming to school, even though some students have had a high rate of absenteeism. The majority of students report the feeling of being safer on the playground. This is due in part to the training that staff has received related to effective supervision of children in all areas of campus. Newer parents report that administration is very focused on listening to parent input related to campus goings-on and any concerns that they may have. Physical improvements related to safety have or will be added. New fencing in areas and an upgrading of all security cameras are planned for the coming year. An area of focus for improvement in creating a more engaging and welcoming environment is providing for increased opportunities for students to engage in physical activities (soccer field, baseball field, track facility, etc...) Overall the district has created a caring and welcoming environment in which students and families feel connected. The district will strive to improve upon this success." Met 13JUN2023 2023 54718030000000 Alpaugh Unified 6 Two questions from the survey revealed very high satisfaction rates with parents. 95 percent of parents indicated that they feel safe with their child at school. We have take great steps to add ActivNet and Say Something AntiBully programs. The other question we were very pleased with. 97% of parents felt their teacher and school showed genuine care and concern for their child. All staff have been trained in Capturing Kids Hearts. This has had a huge positive impact on our district culture. Met Tool utilized is the parent climate survey distributed to all families in the Spring each year. 22JUN2023 2023 54718030112458 California Connections Academy Central Valley 6 1. DATA: How much do you like your Connections Academy school? I like it a lot / I like it a little = 96% How much do you like your Connections Academy Teachers? I like it a lot / I like it a little = 98% Will you be attending Connections Academy again next year? I will definitely attend next year / I might attend next year = 87% Would you recommend Connections Academy to other kids? I would recommend it to anyone / I would recommend it to other kids who I think would like it = 96% 2. MEANING: We are very pleased with the overall satisfaction rate of our students. Their appreciation of both the school and their teachers is encouraging. We will continue to refine practices to help these rates increase. 3. USE: We are very much interested in increasing the percentage of students that remain with us year after year. Slowing mobility will have a positive effect on all student success outcomes. We continue to examine and refine practices to increase retention. One such action is our continued efforts in school wide social emotional support training that began in the 2021-2022 school year. Met 21JUN2023 2023 54718110000000 Alta Vista Elementary 6 The school site collects climate data from students each year. From year to year, the students have similar interests. The main concern of students right now centers on social media and bullying. The major suspension data and disciplinary data supports the student's concerns. Most of our issues dovetail out of social media and bullying. The problem is most severe in middle school but can begin to affect student all the way down to Transitional Kindergarten. The LEA is responding to students' concerns by incorporating their suggestions. One change includes participating in more County Office sponsored academic events. Another change allows PBIS reward earnings to be used for social rewards and activities throughout the school day. Unsuccessfully, the school tried to do a social media party that was designed to help students post positive content and interact with that content over negative content. We learned that positive social media is not as engaging as negative social media. Met 21JUN2023 2023 54718110139477 Monarch River Academy 6 Our local education partner input shows that 91% of students feel safe and connected to their school. The results identified the areas of strength in Monarch River Academies' school climate are rapid responses from most departments to provide support in all areas when students or families express a need. MRA has identified that due to our non-classroom-based structure, the students' learning environment is their home which can create a barrier for the school and family to control the climate/environment for learning. Monarch River Academy has continuously increased efforts in staff education in several areas based on staff, family, and student needs. The following actions have improved the culture and climate of MRA: daily office hours for families, office hours in specific areas, in-person community academic events, SEL teachers/classes, and family trail guides. The results of these actions are apparent in the survey results, graduation rates, and achievement scores. Met 20JUN2023 2023 54718290000000 Buena Vista Elementary 6 Buena Vista administered surveys to parents, 5th and 6th grade students and 7th and 8th grade students. The results of the surveys show that nearly 100% or parents and students feel that students are safe and well-cared for at Buena Vista. The same is true of feeling connected and part of the Buena Vista Family. While this is all very positive data, it is important for Buena Vista to maintain this atmosphere. We will continue to work with parents and students to ensure that all are feeling safe, cared for and connected. 100 percent in all areas is the goal for Buena Vista. Safe at Buena Vista Parents: 94.5% feel that their students are safe at Buena Vista 5th and 6th Grade Students: 93.4% feel that their students are safe at Buena Vista 7th and 8th Grade Students: 100% feel that their students are safe at Buena Vista Staff care for students Parents: 98.7% feel that staff care for the students 5th and 6th grade: 97.5% feel that staff care for the students 7th and 8th grade: 100% feel that staff care for the students Students feel connected and a part fo the Buena Vista Family Parents: 95.7% feel connected and a part fo the Buena Vista Family 5th and 6th grade: 97.5% feel connected and a part fo the Buena Vista Family 7th and 8th grade: 100% feel connected and a part fo the Buena Vista Family Met 21JUN2023 2023 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. Last year the district shifted to a 5 point rating scale. The aggregate results of this survey for the 22-23 school year from the May 2 administration were a 3.77 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. Additionally, the data shows that the area of cleanliness on campus is significant to our middle school and high school students. 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, School Wide Climate curriculum, all current clubs and expand club offerings to address student desires, all sports and expand opportunities district wide(Wrestling, Track, Elementary Sports), 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 20JUN2023 2023 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. Last year the district shifted to a 5 point rating scale. The aggregate results of this survey for the 22-23 school year from the May 2 administration were a 3.77 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. Additionally, the data shows that the area of cleanliness on campus is significant to our middle school and high school students. 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, Continue all sports and expand opportunities district wide(Wrestling, Track, Elementary Sports). 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 20JUN2023 2023 54718520000000 Columbine Elementary 6 Columbine surveyed its students. 95% of student 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. Met 15JUN2023 2023 54718600000000 Cutler-Orosi Joint Unified 6 COJUSD administered the California Healthy Kids Survey in the Spring of 2023 to students in grades 1-12. Administration results of the Spring assessment period are anticipated to be made available in July of 2023. The most recent CHKS data available for analysis is from 2021-2022. The Summary of Key Indicators provides key indicators of school climate and student well-being based on responses from students on the CHKS. The results from the data show students at the elementary level, grade 5, have a tremendous improvement in School Connectedness as 69% feel connected to school as compared to 73% in 2021. In the area of School Safety 71% of students feel safe as compared to 79% in 2021. The most recent data shows that 5th graders are more well-behaved with a 32% improvement from the last data results. Lifetime Substance Use has demonstrated a 16% decrease in alcohol or drug use for these students as well. At the secondary level, based on the recent CHKS results, there has been a slight decline in school connectedness as 48% of 7th graders feel connected to school as compared to 53% in 2021. For students in grade 9, recent data demonstrates 49% of students feel connected to school as compared to 47% in 2021. In the area of School Safety, 60% of 11th grade students perceive school as very safe or safe as compared to 78% in 2021. Students in grade 7 demonstrate a 19% decrease with 45% perceiving school as very safe or safe as compared to 2021 data results. In the area of Mental and Physical Health the recent survey results indicated students in grades 7, 9, and 11 demonstrate decline with alcohol or drug use with 9%, 9% and 9%, respectively as compared to 9%, 12% and 15%, respectively, in 2021. The data demonstrates the efforts made at all schools to improve school climate has been effective. 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. To address the concerns surrounding social-emotional learning (SEL), COJUSD developed an action plan that prioritized incorporating SEL lessons into the curriculum. The district provided professional development on trauma-informed training and SEL to all certificated and classified staff. All elementary and middle school staff received training by the Second Step Social Emotional Learning program. This training equipped teachers with the resources, training, and curriculum necessary to incorporate SEL and bullying prevention practices. Classroom teachers received training on delivering Second Step lessons, which allowed for weekly SEL lessons for students in grades K through 8.Orosi High School and Lovell High School staff completed a 4-hour SEL professional training provided by School-Connect. Met Throughout the school year, students in the district participated in weekly SEL lessons where they learned important skills such as social awareness, self-awareness, self-management, relationship skills, and responsible decision-making. The training and support provided to staff emphasized the importance of evidence-based practices that address SEL, bullying prevention, and alignment with the PBIS (Positive Behavior Intervention and Supports) framework of the district. The goal was to ensure that all students in the district had the knowledge, attitudes, and skills necessary to recognize and manage their emotions, set positive goals, treat others with respect, demonstrate empathy, establish positive peer relationships, and make responsible decisions. Additionally, students were equipped with the knowledge and skills to recognize, report, and refuse peer pressure and bullying behaviors. The Second Step and School-Connect programs played a crucial role in promoting students' social-emotional competence and self-regulation skills. These programs utilized SEL strategies to cultivate essential life skills. The district also focused on building a positive school climate and improving school connectedness, recognizing them as important protective factors. This emphasis on positive behavior intervention and support (PBIS) as a multi-tiered framework further contributed to creating a nurturing and inclusive learning environment within the district. 15JUN2023 2023 54718940000000 Ducor Union Elementary 6 The Ducor Elementary School District utilizes the California Healthy Kids Survey as the principle 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 23JUN2023 2023 54719020000000 Earlimart Elementary 6 Results from the California Healthy Kids Survey administered in May 2023 indicate: School Connectedness 59% of elementary school students feel connected to their school 33% of middle school students feel connected to their school Earlimart School District will continue to work on student connectedness. The elementary schools will continue to incentivize academic performance and attendance. The middle school will solicit the input of students to determine how to improve the overall connectedness to the school. Academic Motivation 74% of elementary school students feel academically motivated 59% of middle school students feel academically motivated Earlimart School District will begin pedagogical work with teachers during the 2023-2024 school year. Teachers will be trained on how to deliver lessons, modify lessons and assess student performance. Caring Adult Relationships 61% of elementary students felt they have caring adult relationships with staff members 50% of middle school students felt they have caring adult relationships with staff members During the 2023-2024 school year, Earlimart School District will align professional development in Leader in Me at all three school sites. The alignment will ensure teachers will receive the same training to improve the overall climate of the school district. Perceived School Safety 70% of elementary school students feel safe at school 30% of middle school students feel safe at school Earlimart School District will continue to train our newly added Safety Monitors and improve duty schedules during passing time, recess/break and lunch. In addition, lunch time activities and structured play will be added to occupy students with positive activities. Met 20JUN2023 2023 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 21JUN2023 2023 54719510000000 Hot Springs Elementary 6 The survey responses indicated that all parents were happy with the direction the school is going. They indicated that they felt that their students were safe and cared for at school. They indicated that their students felt challenged and were comfortable asking for help and getting the help. The survey and in-person meetings indicated that they felt the school was doing well in serving the needs of each student and giving each student special attention since we are such a small school and have only a few students (13). Based on the responses we plan to add even more activities, including another major field trip. Met 15JUN2023 2023 54719690000000 Kings River Union Elementary 6 Kings River Union Elementary School District (KRUESD) has selected to administer 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 responded, 60% felt school connectedness, 63% felt safe at school, and 37% routinely felt sadness. The 7th grade survey had different questions than the 5th grade survey. However, 63% feel connected to school and 67% feel safe at school. Additionally, 29% of the 7th grade students experience chronic sadness and the 7th grade students conveyed more disconnect 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 needs of all students. 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 26JUN2023 2023 54719850000000 Liberty Elementary 6 DATA: Reflect on the key learnings from the survey results and share what the LEA learned. Students overwhelmingly support the district’s efforts to deliver a broad educational program: • 91% of students think it is important to have physical education activities at school • 78% of students think it is important to have music at school • 80% of students think participating in music enriches their experience at school • 75% of students think participating in Art motivates them to come to school everyday Students feel safe at school and connected to their school: Connectedness: • 83% of students feel adults have high expectations • 95% of students feel there are caring adults in school • 77% of students feel school connectedness • 49% of students feel they are treated respectfully by peers School Safety (Climate) • 79% of students feel safe at school • 92% of students show respect for school by following directions MEANING: What do the disaggregated results (if applicable) of the survey and other data collection methods reveal about schools in the LEA, such as areas of strength or growth, challenges, and barriers? The data shows 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 teachers. 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. USE: What revisions, decisions, or actions has, or will, the LEA implement in response to the results for continuous improvement purposes? Why? If you have already implemented actions, did you see the results you were seeking? The district will continue to deliver a broad educational program to its students. The district’s educational partners 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. This data appears to show a strength in students' feelings of connectivity to both their school and to their teachers. In addition, it shows that our work in positive school culture is having a great impact on the atmosphere of the school by making students feel cared for by the school staff. This data is from the districts end of the year 2022-23 district Middle School Student Climate Survey. The District survey was sent to all middle school students as a link through their school/student G-Suite email account. 70% of 5-8 grade students completed the online survey. Met 27JUN2023 2023 54719930000000 Lindsay Unified 6 "Lindsay Unified conducted the California Healthy Kids Survey (CHKS) to learners in grades 5 through 12 during the fall of 2021. The survey outcomes indicate that learners across different grade ranges (5-6, 6-8, and 9-12) generally had a sense of safety in their learning communities. Instances of violence victimization and bullying were low, and learners expressed feelings of happiness, closeness, and belonging within their learning community. A significant finding from the survey highlights that Lindsay Unified learners had the lowest bullying rate among schools compared to the other 66% of districts that participated in the California survey. Learners were asked to express their level of agreement with the statement ""I feel safe in my school."" The results showed that 91% of grade 5 and 6 learners agreed or strongly agreed, along with 90% of grade 6 to 8 learners, and 85% of grade 9 to 12 learners. Additionally, learners were requested to respond to statements about school connection: ""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 grade 5 and 6 learners agreed or strongly agreed with all three statements, as did 84% of grade 6 to 8 learners, and 77% of grade 9 to 12 learners. Despite the district's success in fostering learners' sense of support, connection, and safety in school, there were also areas identified for improvement. Similar to national trends, the survey uncovered a significant decline in the mental health and wellness of Lindsay learners, particularly following the onset of the COVID-19 pandemic. This emphasizes the district's commitment to addressing learners' socio-emotional and mental well-being. The district also recognized the need to enhance genuine and meaningful learning experiences. Only 33% of learners felt actively engaged in meaningful activities at school when responding to prompts such as ""I participate in interesting activities"" and ""I contribute to meaningful actions."" In the fall of 2022 and the spring of 2023, learners in grades 3 through 12 provided feedback through the Learner Wellness Survey. The results showed that 84% felt a positive sense of belonging to their school, while 88% believed that their teachers cared about them. Among the respondents, 82% reported feeling safe in their learning community, and overall, 81% had a positive perception of themselves." Met 21JUN2023 2023 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, had witnessed low levels of 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 Loma Vista learners in Grades 9 and 12 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 about 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 on supporting learners socio-emotional and mental wellbeing Met 21JUN2023 2023 54720090000000 Monson-Sultana Joint Union Elementary 6 84.6% report feeling safe at school in 2021-2022 vs. 88.8% in 2022-2023 (SEL Survey 2023) EMOTIONAL BULLYING IS BIGGEST BEHAVIORAL ISSUE (TEASING, NAME CALLING, ETC.)\ 84% of students in grades 3-8 REPORT THEY FEEL IMPORTANT IN SCHOOL (SEL Survey 2023) Met 27JUN2023 2023 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 3 areas: 1)feeling safe at school, 2) feeling connected to the school, 3) the presence of a caring adult. DATA: 1) Feeling safe at school: 3rd-5th grade 68%, 6-8th grade 66% 2) Sense of Belonging: 3rd-5th grade 41%, 6-8th grade 69% 3) Presence of a Caring adult: 3rd-5th grade 53%, 6-8th grade 53% 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, 69% to 78%. Another interesting data point is that 3rd-5th grade white students feel more connected, 50%, to school versus 30% of Hispanic students feeling connected. At the middle school level there is a 12% difference, white at 78% and Hispanic at 66% feeling connected. Lastly, overwhelmingly white students in both grade level groups, have identified that there is a caring adult to talk to, 67% (elem) and 78% (MS), versus only 51% (elem) and 51% (MS) of Hispanic students being able to identify a caring adult. There continues to be a need to shrink the gap between Hispanic and white students, although the gap is getting smaller. USE The school counselor and the counseling tech continue to be instrumental in providing mental health support to our students. They have created small group sessions based on survey results that identify specific areas of focus such as anger management. Their open door policy allows for immediate access for student needs. Their tier 2 engagement allows for a deeper understanding of student behavior which statistically changes behavior more effectively. The SRO continues to bring a sense of safety amongst students, staff, and families. Her presence on campus has also created positive relationships between students and law enforcement. One area that needs to remain a focus is building relationships amongst teachers and students because students need to feel more cared about personally. Getting to know the child on a personal, cultural level versus just academic. Bringing in programs like Capturing Kids Hearts will help with that. Met 13JUN2023 2023 54720250000000 Outside Creek Elementary 6 "The overall score for students feeling safe at school was A) No, never 0%, B) Yes, some of the time 14%, C) Yes, most of the time 18%, D) Yes, all of the time 68%. This provides good data for the school moving forward since priority number one is student safety. In summary 100% of the student answered ""Yes"" to feeling safe at school and 86% of students said ""Yes, most of the time"" or ""Yes, all of the time"". Moving forward, the goal is to have higher percentages of ""Yes, all of the time""." Met 15JUN2023 2023 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 90% 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, clearly understood and supported by staff, students, and parents; we have had few student suspensions and no student expulsions in the past 7 years, which is a clear indication of our positive and welcoming school climate. Palo Verde continues to partner with the Tulare County Office of Education in implementing the Proposition 56 Anti-Tobacco Grant as well as other climate and safety programs. Students are taught the adverse effects of tobacco, gangs, drugs, alcohol, and the risks associated with negative choices. Palo Verde’s motto is Be Your Best, and students are encouraged to show the Character Counts Pillars. Our positive culture campaign continues and gives students a chance to serve others. Student engagement is a crucial component for student success. Palo Verde involves students as active participants in their education by providing them with project based learning opportunities, test chats with students, and cross-curricular activities. The number of students participating in co-curricular activities such as Poetry and Prose, Science Fair, Spelling Bee and similar events continues to increase and is approaching pre-pandemic levels, confirming that students are once again engaged in academic life. The high rate of absenteeism experienced post-pandemic is now decreasing as students and parents again feel safe to return to school and there is less confusion as to state policies. California Healthy Kids Survey results continue to confirm that students believe they have an important part in decision-making in their classroom and school. One of the ways we address survey factors 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. Our parents report that our School Liaison and staff are critical components of linking parents to the work of the school and helping them interact successfully with our school. Met 14JUN2023 2023 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 Source: California Healthy Kids Surveys 2019-20 and 2021-22 (We will take again in 2023-2024) * Note- in 2021-22 the CDE changed the grade level given for the earlier administration of the survey from grade 5 to grade 6. Scores for this grade level were not back in time for this presentation. 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 (We will take again in 2023-2024) Note- in 2021-22 the CDE changed the grade level given for the earlier administration of the survey from grade 5 to grade 6. 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 13JUN2023 2023 54720580000000 Pleasant View Elementary 6 Pleasant View School District knows school climate plays a critical role in helping students succeed in school. Parents, families, and other caring adults provide the primary educational environment for children early in life and can reinforce classroom learning throughout the school years. Pleasant View has chosen the following as our local measures from our annual school climate student survey as well as our direct services provided to students by the school psychologist. We felt that our measures best represent perceptions that our students have about the atmosphere and expectations staff have created for them. This survey is given to all students 4th-8th grade annually and reported to the Local Governing School Board. These measures will be looked at annually and included in our local LCAP actions and services or used in the needs assessment of the district when it comes to planning. Parent/Guardian Input Measure: Student School Climate Survey (Combined Results 4th-8th) Target is 90% or greater. 95% of students reported having felt close to someone at school. 99% of students reported believing that teachers and other grown-ups at school believe they can do a good job. 96% of students reported that teachers and other grown-ups care about them. 93% of students feel like they are a part of this school. 85% of students report that they are motivated to learn. 93% of students reported feeling safe at school. 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 36% of our students. Target is greater than 15%. The school also believes Self Efficacy is extremely important to students long-term outcomes. The school gave a self-efficacy survey to all 4th-8th graders in 2022-2023 (scores 1-4 range). The First score is from the 2022 and the second is from the 2023 survey. Our students areas of strength were Academic Achievement 2.67/3.23 and Social 2.56/3.08, Self-Regulated Learning 2.20/2.70, and Enlisting Social Resources 2.24/2.81. It's apparent that there was a significant drop in our student's beliefs about themselves after the pandemic. However, the school has made significant progress in addressing students' needs in the last year, moving our students closer to pre-pandemic levels. The district will use this data to focus its work on building communities in the classrooms where students will feel connected and learn how to better access the resources they need to be successful. The implementation of the (LCFF) has placed a renewed emphasis on students and educators working together as partners. The measures have been established in our LCAP in Goal 6 and are present in our actions and services within this goal. Pleasant View recognizes the ongoing need to continually reflect and make changes to how we build relationships and engage our students in taking ownership of their learning. Met 20JUN2023 2023 54720820000000 Richgrove Elementary 6 RSD has begun to push the idea of “normalcy” so as to deflate the anxiety of retuning to school on a regular and steady basis. 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. This return has been slowed down by chronic absenteeism and this is our current focus. Discipline concerns are now handled in a normal fashion and not with an umbrella of pandemic rules and leniency with normal high expectations coming back into play . 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 justifying actions due to pandemic related concerns. 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” in person 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 14JUN2023 2023 54720900000000 Rockford Elementary 6 The Rockford Elementary School District, a small rural single-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 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 co-curricular field trips to connect classroom learning with real-world applications. All stakeholders report that Rockford School provides a safe, welcoming school climate for teaching and learning. Rockford is a School of Choice with a high number of parents from other districts choosing Rockford for their child's education. The high number of interdistrict transfers into our school, per parent surveys, is a direct result of that positive school climate. Met 13JUN2023 2023 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 local climate survey that emphasizes local concerns developed by empowered parents and staff and geared toward multiple grade levels. Saucelito has a fair discipline policy clearly understood and supported by staff, students, and parents; we have had no student suspensions or expulsions in the past seven years as a 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 in order to assure success for every student at Saucelito School. Met 13JUN2023 2023 54721160000000 Sequoia Union Elementary 6 "Sequoia Union students once again took the CORE Elementary Student Survey. This survey was administered to students in grades 4-8 in the spring of 2023. A majority of students surveyed, 73%, responded that they felt ""safe"" or ""very safe"" at school. 66% of students reported getting along with students who are different from themselves. 61% of students surveyed answered that in general they like school ""Often"" or ""Almost All of the Time"". The safety percentage is higher than that reported on the survey given to our students last year, constituting an improvement in feelings of safety. Percentages representing connectedness were slightly lower than last year. Indicative of the positive state of their relationships with adults on campus, 88% 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. 37% 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. This percentage represents a 7% reduction from last year. 44% also reported that kids teased them about what their body looked like at least some of the time, though this constitutes a 6% reduction since last year. A reduction in behaviors that contribute negatively to school culture show that actions implemented through Goals 2 and 3 of our LCAP have proved successful. The addition of an extra day of on site counseling and the increase in enrichment activities should contribute to even greater improvements in climate indicators going forward." Met 22JUN2023 2023 54721166054340 Sequoia Elementary Charter 6 "Sequoia Union students once again took the CORE Elementary Student Survey. This survey was administered to students in grades 4-8 in the spring of 2023. A majority of students surveyed, 73%, responded that they felt ""safe"" or ""very safe"" at school. 66% of students reported getting along with students who are different from themselves. 61% of students surveyed answered that in general they like school ""Often"" or ""Almost All of the Time"". The safety percentage is higher than that reported on the survey given to our students last year, constituting an improvement in feelings of safety. Percentages representing connectedness were slightly lower than last year. Indicating the positive state of their relationships with adults on campus, 88% 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. 37% 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. This percentage represents a 7% reduction from last year. 44% also reported that kids teased them about what their body looked like at least some of the time, though this constitutes a 6% reduction since last year. A reduction in behaviors that contribute negatively to school culture show that actions implemented through Goals 2 and 3 of our LCAP have proved successful. The addition of an extra day of on site counseling and the increase in enrichment activities should contribute to even greater improvements in climate indicators going forward." Met 22JUN2023 2023 54721320000000 Springville Union Elementary 6 The LEA used a local climate survey to assess School Climate in 3rd through 8th grades. Data: 94% - Safe Campus 84% - Clean Learning Environment 97% - Access to State Adopted Curriculum 71% - Access to Social/Emotional Support 83% Access to Nutritional Meals/Snacks 94% Happy to attend Springville School 87% Supportive School Staff 81% - TUPE Awareness (Vape/Tobacco/Alcohol/Drug products can be harmful to a persons health) 98% - Respect School Rules 84% - Respect the Rights of Others 22% - Have been Bullied 90% - Have had access to Instruction and/or activity on Bullying and know that it is not allowed Meaning: Survey results show students are happy to attend Springville School and feel supported by staff who are interested in them. Teachers provide students with access to instruction using state adopted curriculum. The District has increased social/emotional staff providing additional opportunities for student support during the school day. Students are aware of the dangers of vaping/smoking/alcohol/ and drugs. The District will continue to provide opportunities through activities/events that promote healthy lifestyles. Ongoing efforts to promote and ensure campus safety, cleanliness, and Character Traits. The District will continue to provide opportunities for student engagement in social activities and peer communication as we continue to recover from the learning/social loss related to the pandemic. Springville Union Elementary School is a single school District with 334 students currently attending. Use: The District LCAP Goals/Actions directly address the needs, decisions, and concerns noted. Student assessment data is showing positive growth and successes . Met 28JUN2023 2023 54721400000000 Stone Corral Elementary 6 Based on the data and conclusions drawn from the school climate survey, here are some areas where our school could consider working on to further improve its overall climate: 1. Maintain and Enhance the Physical Environment: While the survey indicates that the school community generally perceives the physical environment as clean and safe, it's important to continue efforts to maintain and enhance the appearance of the school building and classrooms. Regular maintenance and improvements can contribute to a positive atmosphere. 2. Class Size and Individualized Attention: Continue to explore ways to maintain smaller class sizes or optimize teacher-student ratios, as this was seen as beneficial by the school community. Smaller classes allow for more individualized attention and a focus on each student's needs. 3. Resource Availability and Access: Ensure that the availability of resources, including textbooks, library books, support materials, and technology, remains consistent. Additionally, consider expanding access to technology and digital resources, which are increasingly important in today's educational landscape. 4. Safety and Support: While the school community feels safe, it's crucial to maintain and enhance safety measures and support systems. Ensure that staff members continue to address academic and behavioral problems promptly and provide a supportive and caring environment. 5. Quality of Interpersonal Relationships: Encourage and support the development of strong interpersonal relationships between students, teachers, and staff. Provide professional development opportunities that focus on building positive relationships, effective communication, and social-emotional support for students. 6. Equitable and Fair Treatment: Continue to emphasize and reinforce the equitable and fair treatment of all students by teachers and staff. Promote a school culture where respect is a core value, and ensure that rules and expectations are consistently applied to all students. 7. Quality of Instruction: Maintain a focus on the quality of instruction by providing ongoing professional development for teachers. Encourage the use of engaging and effective teaching strategies to keep students motivated and excited about learning. 8. High Expectations and Monitoring Progress: Support teachers in setting high expectations for student achievement and in clearly communicating learning goals and expectations. Implement systems for monitoring student progress and promptly reporting results to both students and parents to ensure accountability. 9. Parent and Community Engagement: Continue efforts to engage parents and the broader community in school decision-making processes. Seek input and feedback from parents on a regular basis, and involve them in initiatives aimed at improving the school climate. Met Meeting the needs of low-socioeconomic, Hispanic, and English learner communities in a school requires a multifaceted and culturally sensitive approach. Based on the data that tour educational partners provided, our school is developing some strategies that can be implemented to address the unique needs of these populations: 1. EL Programs: Provide high-quality English learner programs that cater to the needs of English learners. 2. Parent and Community Engagement: Foster strong partnerships with parents and the Hispanic community. 3. Socioeconomic Support: Provide resources and support for low-socioeconomic families 4. Extended Learning Opportunities: Offer extended learning opportunities, such as after-school programs and tutoring, to help English learners and students from low-socioeconomic backgrounds catch up or excel academically. 5. Professional Development: Invest in ongoing professional development for teachers and staff to improve their understanding of the unique challenges and strengths of Hispanic, low-socioeconomic, and English learner students. We will focus on culturally Responsive Teaching 6. Differentiated Instruction 7. Family Literacy Programs 8. Peer Mentoring 9. Individualized Support Plans 10. Collaborative Partnerships 11. Access to Technology 12. Trauma-Informed Practices 15JUN2023 2023 54721400136507 Crescent Valley Public Charter II 6 In the spring of 2023, 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: * 99% of the students reported that they felt safe * 92% students 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. During the school year, 98% staff reported that they felt safe, and 100% staff 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 31MAY2023 2023 54721570000000 Strathmore Union Elementary 6 The last Healthy Kids survey conducted in the District was in the 2020-2021 school year. Much has changed since then, so the information from the survey for today's students is not valid. In early May of 2023, the District provided a survey to all students in grades 3-8. As an anonymous survey, individuals were not identified by any demographic characteristic. The results of this survey were shared with the Board of Trustees at a regular board meeting. Specific questions asked included: • The school has a positive school environment: 52.8% agreed; 34.5% disagreed; 12.7% don’t know/no opinion • My classroom is a good learning environment: 80.3% agreed; 15.3 disagreed; 9.5% don’t know/no opinion • I feel safe at school/the school has an effective anti-bullying policy: 59.3% agreed; 40.8% disagreed; 17.8% don’t know/no opinion • I feel like I am engaged in the learning process at school: 65.8% agreed; 15.3% disagreed; 18.9% don’t know/no opinion Two open-ended questions were asked. The first question “Tell us something positive” showed many of our strengths and successes. Comments included: • One positive thing that the school has done for students is becoming a leader in me school. It has helped students become more goal oriented. Thank you. • Positive environment • Keep{ing} the anti-bully system in check • Something I like about this school and want them to keep doing is family steam night another thing is plays. • You guys do a good job at teaching us in class • The aides/teachers care about what is going on around us. • Keeping us students fit, joyful. That is what is positive here • Letting us talk to the principal when we have emotional feelings or when we feel insecure Based on the responses of the students (and other educational partners), we will continue the programs that have helped create the positive school environment that our students (and families) enjoy. The “Tell us something we could improve” question showed our challenges and barriers we need to continue to work on. Comments included: • The school could use more preforming arts activities • Improve the Crusty dusty musty rusty toilet papered bathrooms. • One thing about the school that would improve the school is keeping the school grounds clean, having more adults outside and improving the broken equipment. • Something to improve our school is better areas to sit and more shade areas too • Clean the bathrooms, spray the Bathrooms with something that smells good because the bathroom stink and people hold it in because on the smell and that’s not good for you at all Based on the responses of the students (and other educational partners), we have hired additional custodial staff, created a plan to provide shade to playground structures and improve playground equipment, and have increased performing arts activities. Although not yet finalized, we are looking at ways to improve restrooms, whether through an upgrade or a total remodel. Met 23MAY2023 2023 54721730000000 Sundale Union Elementary 6 Sundale administers a monthly survey to our 6th-8th grade students to ensure they have a positive well-being in addition to the annual survey to check on their sense of safety, well-being, and positive outlook. For the 2023 school year, 87% of our students indicated they felt safe and supported by staff. Sundale continues to emphasize positive Character amongst students as well as staff building positive relations with students. Stundale has added additional fencing around campus and has limited access to campus during the school day. Met 20JUN2023 2023 54721810000000 Sunnyside Union Elementary 6 At Sunnyside we realize that strong school climate will always improve student outcomes and student success. Sunnyside's 6th and 7th grade students took the Healthy Kids Survey in May 2023. The survey produced a District Mental Heath and School Climate Report Card. The 2023 Mental Health report looked a little more promising with less students feeling chronic sad or in social and emotional distress from the 2021 results. This is a positive because the prior report was given the year of zoom and very close to the Pandemic. . The school climate report card showed very similar results to the survey that was taken in 2021 with approximately 60% of students feeling connected to 2023 Local Performance Indicator Self-Reflection for SUNNYSIDE UNION SCHOOL DISTRICT Page 12 of 16 school and 65% academically motivated. More students feel a part of the schoool and feel as thought they try hard on school work with both of these percentages rising 7% and 17% respectively. The percentage of students feeling they had caring adult relationships was approximately 50% both years.The overall optimistic rate did fall from 66% to 40%. The perceived school safety percentage did decline about 10% from the previous years. Sunnyside will continue to work on reducing harassment, mean rumors and fear of getting beaten up as all of these indicators. 35% of students felt they experienced harassment/rumors and 9% were in fear of getting beaten up. Sunnyside students felt Sunnyside promoted parental involvement and parents were welcomed and that Sunnyside was a overall clean campus.There was some reports of substance use at school. In addition to our students taking the Healthy Kids Survey, it was also given to staff. The staff surveys were interesting and gave insights on ways to improve. Their results were actually similar to the students with 54% saying that students are provided with caring adult relationships and approximately 40% feel it is a safe place for students and staff. Bullying is a moderate or seveve problem 30% of the time and drug use is only a small issue with less than 5% of staff feeling it is an issue. Nevertheless, prevention on both of these issues needs to continue to be taught. Some interesting results was that staff felt as though stronger punishments need to take place for students with 28% of staff feeling as though discipline harshness is not adequate and 60% of staff feel as though disruptive student behavior is a moderate or severe problem. On a positive note, collegiately and a supportive staff is strong with 91% staff in agreement. These results always seem alarming because any harassment, drug use or lack of adult relationships are concering but we feel as though some improvement has been seen since 2021. Met In the 2023-2024 school year, Sunnyside is hiring a full-time school psychologist, added to our Tulare County Psychologist and our Social Workers services already provided. Sunnyside will continue to improve parental involvement which will improve school culture. 27JUN2023 2023 54721990000000 Terra Bella Union Elementary 6 1. DATA: Students are concerned with school safety and school engagement. Via the student surveys students asked for more social activities. 2. MEANING: Strengths - Our student surveys indicate that 75% of students feel happy at school and 65% feel they are treated fairly at school. Challenge - 86% of our students feel safe at school and only 66% of students feel they can talk to an adult about a personal problem. Barriers - Student survey results indicate only a small percent of students feel the rules regarding smartphones are fair. 3. USE: The district will focus on adding monthly engagement and enrichment activities for students next year and work on a social-emotional framework across grade levels. The district added additional social-emotional support staff and additional student supervision staff this year which yielded minimal physical interactions among students. Met 15JUN2023 2023 54722070000000 Three Rivers Union Elementary 6 "The California Healthy Kids Survey was administered to our 7th grade students in 2022-23. Key Learnings: 57% of our students reported having Caring Adults at School and 40% felt listened to by a Caring Adult at School. This was a surprise considering the nurturing staff we have on campus. In addition, 60% of the students reported (Neither disagree nor agree) when it comes to Being Happy to Come to School. Areas of Growth: We need to improve our daily positive communication with our students and enhance our social and emotional efforts. We also need to incorporate ""fun and engaging"" activities for kids in and outside the classroom setting to motivate kids to want to come to school. Areas of Challenges and Barriers: Being a small single school district, we are limited with support services. We have a part-time School Psychologist (2 days a week) and Part-Time Social Worker (1 day a week). It would be great to have them here full-time so they can address the Social-Emotional Learning of our students. Future Actions: Fully implement the Second Step Program to address Social Emotional Learning." Met 14JUN2023 2023 54722150000000 Tipton Elementary 6 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%). Survey Areas School Engagement and Supports, the majority of students feel connected to school, feel that they have caring adult relationships, and the adults on campus have high expectations of students. More than half of our fifth and seventh grade students do not experience meaningful participation in the classroom. The majority of our students reported that the school promotes parental involvement. School Safety and Cyberbullying, most of these students reported that they feel safe at school. Regrettably, at least 20% of this group of students have experienced harassment, bullying, or cyberbullying. Approximately 30% of 5th and 7th grade participants have had lies or rumors spread about them. Substance Abuse, an average of 5% of participants reported currently using drugs or alcohol, have been drunk or high at school, or are currently using vapes. Participants are not reporting use of tobacco or marijuana. Social Emotional Health, some students reported have experienced emotional distress, presistent sadness, hopelessness or considered suicide. At least 60% have reported having optimism, are satisfied with their lives, or feel they have wellness. School Routines, on average 65% of participants eat breakfast and on average 15% report a bedtime of 10 pm or later. School Disciplinary Environment, most participants report that classroom and school rules are clear and that students are well behaved. the MEANING: Strengths- Fifth and seventh grade students have a sense of school connectedness and are satisfied with their lives. Challenges- Some students have experienced bullying and cyberbullying or have had lies for rumors spread about them. Some students are feeling sad and hopeless. Barriers- Mental health support from community-based organizations has taken a long time to process referrals, simultaneously, the number of students who need supportive services has increased. Use- TESD has increased the psychologist day to provide more support with services. We contracted with the county to provide additional services with our school psychologist and behavior specialist. The need for extra support in SEL is a priority for our students. Met 13JUN2023 2023 54722230000000 Traver Joint Elementary 6 The district received an overall Satisfactory rating on the Facility Inspection Tool in August of 2022. Of the 65% that submitted their online surveys 90% of those returned surveys reported that the school provides a safe, caring, and engaging environment. 85% of student surveys were returned and 90% of students reported feeling safe and having a caring and engaging learning environment. 98% of the staff submitted their online surveys, 92% reported feeling safe and 95% reported feeling like the school provides caring and engaging environment. Not Met The district will continue to use paper surveys, but we also have the online option. We give the survey out in three parts, to ensure it's not too long and do not receive any. We begin by giving out copies during our Fall Conferences in November, and continue throughout the school year with the remaining two parts. 10OCT2023 2023 54722310000000 Tulare City 6 "TCSD students in grades 3rd - 8th were administered the Climate & Culture survey in the Fall of 2022 and the Spring of 2023 to analyze growth throughout the year. Strengths that were indicated on the survey include: support for academic learning (96.49%), connectedness (88.98%), knowledge and fairness of discipline and rules (88.91%) and safety (89.89%). When asked, ""How safe do you feel at school?"" 86.07% of students responded favorably. Under the category of School Connectedness, 87.39% of students responded that they were happy to be at their school and 93.07% felt teachers treated them with respect. There continues to be a strong need for Social and Emotional Learning and building positive relationships with students. In response to the need for continuous improvement, each site will have an MTSS Team (Multi-Tiered Systems of Supports ) that will meet bi-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 Health & Wellness Curriculum 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 4th year of Positive Behavior Intervention Supports (PBIS) implementation with an emphasis on teaching shared behavior expectations." Met 27JUN2023 2023 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 2023 was 2,117 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 (56.7%) in our district indicated that they are happy to be at school, with only 10% of the students disagreeing or strongly disagreeing. Over seventy percent of the students feel like they are respected and treated fairly by staff (73%)and by students (70%) while only 5% 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 (92%). 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. Additionally, we have added Rehabilitation Specialists to work specifically with students on behavioral skills. 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. Met 15JUN2023 2023 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 2023 was 2,117 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 (56.7%) in our district indicated that they are happy to be at school, with only 10% of the students disagreeing or strongly disagreeing. Over seventy percent of the students feel like they are respected and treated fairly by staff (73%)and by students (70%) while only 5% 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 (92%). 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. Additionally, we have added Rehabilitation Specialists to work specifically with students on behavioral skills. 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. Met 15JUN2023 2023 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 2023 was 2,117 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 (56.7%) in our district indicated that they are happy to be at school, with only 10% of the students disagreeing or strongly disagreeing. Over seventy percent of the students feel like they are respected and treated fairly by staff (73%)and by students (70%) while only 5% 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 (92%). 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. Additionally, we have added Rehabilitation Specialists to work specifically with students on behavioral skills. 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. Met 15JUN2023 2023 54722560000000 Visalia Unified 6 Key learnings from the survey are: 83.91 % of the students completing the survey feel their teachers care about them 59.39% regularly participate in extra-curricular activities 80.42 % feel they are part of the school To help address students to feel part of the schools and increase participation in extra curricular activities, the district has identified the following actions: Create structure/processes to track student participation in extra/co curricular activities. Programs such as homeless/foster/American Indian/special education are focusing on student engagement Continue to develop a strong ELOP program. Met 27JUN2023 2023 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 2022-23 spring survey, 99% of students felt staff treated students fairly, which is a 1% increase from the previous year. 95% of students feel safe and secure while on campus, which is a 3% decrease 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. Due to its smaller size and limited classes being offered in person, VCIS is uniquely positioned to address school culture as many families choose VCIS specifically because they appreciate the personal and one-on-one attention and direct sense of belonging that our supervising teacher one-on-one student learner meetings create. VCIS is looking to improve surveys this year for our students, families, and staff to monitor the school's connection to them in supporting a positive school climate and culture. Our student activities class has worked diligently to foster a more positive and connecting school culture through connection activities when students come on campus for their weekly meetings on in-person classes. Met 27JUN2023 2023 54722560120659 Visalia Technical Early College 6 Due to its smaller size, Visalia Technical Early College High School (VTEC) is uniquely positioned to address school culture, belongingness, diversity, and cultural awareness on a more personal level. Many students and families choose VTEC specifically because they appreciate the personal attention and sense of belonging they receive in contrast to larger comprehensive high schools. VTEC remains committed to advancing Diversity, Engagement, and Inclusion. Our focus includes Social Emotional Learning (SEL) during homeroom time, bi-monthly SEL lessons through the IMAGO online platform, and spirited school activities led by our Leadership class. Additionally, we've created our guidelines for success that our staff feels will build a more inclusive culture through connection using the acronym FIERCE (Family, Innovation, Engaged, Rigorous, 6Cs, and Excellence). As we work through our homeroom teachers to create the culture our students have really connected with these guidelines. In addition to the addition of creating this culture, we have also changed our procedure of homeroom, where our teachers will follow their students for 4 years to build a stronger sense of belonging. VTEC is looking to provide burst surveys to our students and families to monitor our connection to them. Our ASB students have worked diligently to foster a more positive and inclusive campus culture, through connection activities. We plan to launch a link crew club next fall as we look to expand our avenues to support students' sense of belonging. Not Met To help support school culture and atmosphere VTEC is sending ASB teachers to California Activities Directors Association training and conference during the spring of 2024. The training will support staff with the tools to help enhance school culture. ASB has been active with new, exciting activities and events that include all students and boost culture. An added layer of support socially and emotionally would be our Behavior Intervention Technician, School Social Worker, and School Psychologist. 17OCT2023 2023 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 practice 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.) Not Met 27SEP2023 2023 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 27JUN2023 2023 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. The high number of interdistrict transfers into our school is a direct result of that positive school climate. Met 19JUN2023 2023 54722980000000 Woodville Union Elementary 6 "Woodville Union School District administered the LCAP, Student Wellness Survey (based on the CORE Survey) in the spring of 2023 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. The district implemented TRIBE and time to teach to support positive behaviors. The school site reviews the results of this survey and incorporates specific goals into school site plans annually. In addition, school BHS counselors and student support team(s) review this data to inform their support to students and teachers." Met 13JUN2023 2023 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. Key learnings from the survey were the need to ensure the perception of safety among the students and the understanding that all students matter to us. As an LEA we are committed to increasing the quantity and quality of staff to engage, supervise, and support student behavior and academic success. We are committed to keeping our campuses drug free and actively engaged in addressing any and all instances of bullying and cyberbullyiong. Met 22JUN2023 2023 54755230000000 Porterville Unified 6 DATA SETS: The Healthy Kids Survey is used by the district to obtain perceptions of school safety and connectedness. Response rates at comprehensive sites range from 60% to 87% with 1,698 parents and 873 staff members responding. Response rates for students in grades 5, 7, 9 and 11 remain constant four years. Although the number of parent responses reflects a decline from the 2019-2020 administration to the 2022-2023 administration, there is an increase in staff responses. MEANING: Responses from grade 5 students during the 2022-2023 academic year remain between 50% and 70% for grades 5, 7, 9 and 11 of those students feeling connected to school, and between 50% and 75% of those feeling safe at school. The percentage of students who indicated that they feel a connectedness to school varies within certain student groups (Native American, Hispanic, White, Two or More, and Other) depending on grade level ranging from one third (grade 9 Native American and grade 11 Other) to nearly three fourths (grade 7 White). The percentage of students who indicated that they feel safe at school also varies within certain student groups depending on grade level and range from 19% (grade 11 Other) to 71% (grade 7 Native American) Although there's a slight decline over four years in students from grades 9 and 11 indicating that they feel connected to school, the responses indicating such are rather steady. This is a similar pattern for students reporting that they feel safe at school in grades 9 and 11 over the three-year period with the exception of the 2020-2021 academic year where students from all three grade levels reflected the highest degree of students feeling safe at school in these three grade levels. Students in grades 5 and 7 appear to be recovering to pre-pandemic perceptions. • Parent: From the lowest response indicating parent involvement at schools in 2020-2021 at 21%, there had been significant increases over the course of three years there 49% of parents reported being involved at school in 2022-2023. Parents reported that they feel their students are safe at school at a relatively steady rate over the previous four-year period. • Staff: Both staff reporting a positive work environment, and a perception that the site is a safe working environment for them had been relatively steady over a four-year period. USE: Porterville Unified continues 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 22JUN2023 2023 54755230114348 Butterfield Charter 6 Butterfield used the California Healthy Kids (CHKS) survey in 2022-2023 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. Butterfield used the California Healthy Kids survey 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 educational partner groups can be compared. The total number of student respondents were 88 students (88% of grade 7 and 95% of grade 11). Overall School Connectedness Scales for Butterfield averaged 57.1% among grade 11 students of “Strongly agree” & “Agree”. The 9th & 11th grade students results for perceived safety at school was an average of 91% for “Very Safe” & “Safe”. Also, 65% of staff who responded indicated that Butterfield is a safe place for staff, and 59% indicated that the school is a safe place for students. Butterfield 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 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. The Butterfield campus has been secured and enclosed by a fence, and has functional security cameras and shade structures. Additionally, Butterfield provides small group counseling and offers the BASE and PASS programs. Met 22JUN2023 2023 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. The Healthy Kids Survey was administered during the 2022-2023 academic year • 131 grade 9 students (93%), and 123 grade 11 students (100%) provided input • 57% of grade 9 students felt connected to school, while 64% of grade 11 students reported likewise • 58% of grade 9 students indicated they felt safe at school, while 75% of grade 11 students reported the same" Met 22JUN2023 2023 54755230137968 Porterville Military Academy 6 "As a result of the 2022-2023 Healthy Kids Survey, and 100% of grade 7 students, 57% of grade 9 students, and 97% of grade 11 students participated. Of those who participated, 54% of grade 7 students felt connected to school, 66%of grade 9 students felt similarly, while 59% of grade 11 students felt connected. In terms of school safety, 64% of grade 7 students indicated that school was perceived as a safe place, while 74% of grade 9 and 72% of grade 11 students indicated that school was perceived as a safe place. 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 the school. The questions are aligned with the staff and parent surveys so information obtained across these three groups can be compared. Students were given the option of “Yes, all of the time”, “Yes, most of the time”, “Yes, some of the time” and “No, never."" 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. Of the 35 parents who responded to the survey, 39% indicated that they feel that the school is a safe place for their child. Of the 33 staff who participated, 43% felt that the school is a safe place for staff, and 53% of staff indicated that the school was a safe place for students. 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 in efforts to increase the sense of connectivity to school, as well as increase the sense of safety. 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, and will provide a wide array of CTE classes to increase student engagement and motivation. The school campus has been secured and enclosed by a fence. All schools have functional security cameras and shade structures. The site utilizes additional personnel counselors, psychologists, nurses and behavioral intervention specialist to meet the social & emotional needs of students." Met 22JUN2023 2023 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 an athlete." Met 22JUN2023 2023 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 CA Health Kids Survey was again administered in late spring of 2023 and data is being disaggregated for reporting. 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. In 2023-24, programs and initiatives that started in 2022-23 will be sustained, including Positive Behavior Interventions and Supports (PBIS) in grades K-8 and alternative education, Juvenile Diversion Program in grades 6-12 as alternate means of discipline, and Save Our Students (SOS) in grades 7-12 which focuses on creating positive social-emotional outcomes and school connectedness. To further support student success and social-emotional well-being, support personnel hired with LCAP allocated funds will be sustained and includes 4 district social workers and 2 academic counselors. 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 2023-24, social-emotional lessons will continue to be implemented at all grade levels TK-12. Additional actions that will continue to be promoted/expanded include (1) WeTip, a community wide reporting system to anonymously report incidents of violence/bullying or emergency, (2) increasing assemblies and guest presentations and (3) peer support programs (tutoring). Met 14JUN2023 2023 54768360000000 Exeter Unified 6 "Exeter Unified School District (EUSD) monitors and evaluates school climate through data reported by the CA Healthy Kid Survey, an annual survey administered to students, parents, and staff. Spring 2023 results reveal: - Student respondents (grades 5-12) continue to feel safe at school (1% increase from 2022) - Parent respondents continue to report their students are safe at school (1% increase from 2022) - Student respondents (6-12) report an increase in experiencing harassment or bullying while at school (9% increase from 2022) - Student respondents (5-12) report similar use of alcohol or drugs (1% increase from 2022) - Student respondents (6-12) report similar use of marijuana vaping use (1% increase from 2022) - Student respondents (5-12) report an increase in feeling a part of their school (7% increase from 2022) - Student respondents (5-12) report an increase in feeling connected to an adult at school (13% increase from 2022) - Student respondents (5-12) report a decrease in feeling sadness or hopelessness (9% decrease from 2022) - Student respondents (5-12) report an increase in feeling positive well-being and life satisfaction (6% increase from 2022) - District-wide average daily student attendance (grades TK-12) remains consistent (0.04% decrease from 2021-22 school year) - Local measures suggest a decrease in chronic absenteeism between the 2021-22 and 2022-23 school years (13% decrease) These data suggest a positive response to the increased social/emotional support provided by the District. The placement of one School Psychologist and one Social/Emotional Counselor at each school site has expanded the number of well-being checks, social/emotional contacts, and mental health support experienced by students. Classroom instruction in grades TK-12 has evolved to include daily (elementary) or weekly (secondary) attention to discussing students' social/emotional awareness and building upon their social/emotional skills. Staff now monitor students' well-being through regularly administered surveys and quick checks, enabling them to differentiate support and target interventions as needed. Systems have been instituted to rotate school-wide assemblies and programmatic events (i.e. Breaking Down the Walls, Signs of Suicide, The Lisa Project, etc.) to further the efforts for improved school climate and positive student well-being. As a next step, EUSD will: - Maintain funding for one School Psychologist and one Social/Emotional Counselor at each comprehensive school site - Expand classified and certificated professional learning to include trauma-informed and restorative practices - Institute a District Behavior Team that will train site staff to provide targeted student behavioral intervention - Continue to develop a district-wide Attendance Campaign where site staff seek to understand the ""why"" behind student absences - Launch a district-wide ""Dude, Be Nice!"" anti-bullying campaign - Add two campus supervisor positions--one at the middle" Met 21JUN2023 2023 55105530000000 Tuolumne County Superintendent of Schools 6 The California Healthy Kids Survey (CHKS) was administered in March, 2023 through the TUPE and LCSSP Grant. The small sample sizes specific to TCSOS makes trend analysis difficult. What we can determine from 2022/23 CHKS results is that there is a continuing concern about substance use: 69% of respondents report current alcohol or drug use, 33% report current binge drinking, and 56% report current vape use. Social and Emotional Health is also a continuing concern: 53% of respondents have considered suicide and 73% of respondents experience chronic sadness/hopelessness. Results from the 2022/23 Staff Survey of CHKS indicate that 81% of staff feel that student depression is a moderate to severe problem, and 75% 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 27JUN2023 2023 55723060000000 Belleview Elementary 6 "While the California Healthy Kids survey did not indicate many new issues, the school is always cognizant of social emotional education and drug and alcohol prevention, and has planned projects for 2023-24 that include the ""Drugstore Project"", a vaping presentation, education on Human Trafficking and HIV/Aids Prevention and Sexual and Reproductive Health Class. Also, the school promotes anti-bullying and character education at assemblies, along with 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 and 2022-2023 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 15JUN2023 2023 55723480000000 Columbia Union 6 Data From Healthy Kids Survey 44% of 5th Graders Responded 43% of 7th graders Responded. 60% of sampled 5th grade students feel safe at school. 50% of sampled 7th grade students feel safe at school.. 72% of sampled 5th grade students feel that there are high expectations-adults in school. 72% of sampled 7th grade students feel that there are high expectations-adults in school. Sample size for both grades are too small to make conclusions. Met 13JUN2023 2023 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. 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 13JUN2023 2023 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 2022-23 results are reported as an average between the grade level surveys. The average results are as follows: that 62% of students surveyed perceived school as very safe or safe which is a 10% increase from last year; 63% felt they had caring adult relationships which is an increase of 8% from last year; 66% had strong school connectedness and motivation which is a 4% decrease; 73% felt there were high expectations set for them which is consistent with last year's results, and 32% feel they have meaningful participation, an 8% decrease; 35% have experienced chronic sadness or hopelessness which is a decrease of 11% from the last survey. Reports of alcohol, drug, cigarette smoking and vaping for elementary students remain at 0%. Among the middle school grades 20% ( a 12% decrease from last year) reported the use of alcohol, 5% ( a 6% decrease) reported marijuana use, and 5% smoking cigarettes and vaping which is consistent from last year's results. 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 have implemented a school-wide social emotional curriculum, Character Strong. 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 intervening early for poor attendance and truancy concerns and actively educate students and families on the importance of attendance. 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 within our LCAP goals and District goals have been made to support the changes that are necessary to make an impact on student connectedness and safety. Met 28JUN2023 2023 55723710000000 Sonora Elementary 6 The fifth and seventh grade students took the Healthy Kids Survey. Students were provided with the opportunity to complete the LCAP survey. Met 14JUN2023 2023 55723890000000 Sonora Union High 6 The District administers the California Healthy Kids Survey to 9th and 11th graders, staff, and parents each year. The results below reflect the results of the survey administered in the Spring semester of 2023. - 65% of 9th graders, 61% of 11th graders feel safe or very safe at school. - 15% of 9th graders, 22% of 11th graders report current drug or alcohol use. - 40% of 9th graders, 34% of 11th graders report experiencing chronic sadness/hopelessness. - 19% of 9th graders, 17% of 11th graders report considering suicide. - 12% of 9th graders, 13% of 11th graders report vaping 4 or more times. - 50% of 9th graders, 50% of 11th graders report feelings of school connectedness. - 53% of 9th graders, 56% of 11th graders report academic motivation - 53% of 9th graders, 66% of 11th graders report caring adult relationships - 61% of 9th graders, 70% of 11th graders report high academic expectations Therapist/counselor and mentoring support have been 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. Additional voluntary paid professional development days have been added to the instructional calendar before the beginning of the 2023-24 school year 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. Met 26JUN2023 2023 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 08JUN2023 2023 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 gather 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 2022 administration of the California Health Kids Survey had a low participation rate compared to previous administrations (but similar to the 2021 completion rates - an average of 78% per grade). Student data showed 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 need 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 2022-2023 school year. Met 27JUN2023 2023 55724130000000 Summerville Union High 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 28JUN2023 2023 55724130112276 Gold Rush Home Study Charter 6 The climate at GRCS is overall very positive and supportive. Data: A relatively small sample of 17 students in grades 7 and 11 participated in the CA Healthy Kids Core Model Survey. Some of the key indicators reflected higher than average scores in school connectedness, caring adult relationships, high expectations, and safety at school. 0% of students reported drug or alcohol use. Social and Emotional Health was an area of concern, with 52% of the sample reported social emotional distress and 46% experiencing chronic sadness/hopelessness. Meaning: The disaggregated results indicated that the sampled students reported negative feelings of well-being and distress. Since student well-being correlates with student performance and overall feelings of satisfaction and safety, this is certainly an area of concern. Use: GRCS Country School is already implementing Second Step SEL, and the HS is initiating Character Strong. As a results of this data, GRCS created a staffed Tier 2 Zen Den to provide emotional support for students at the Country School. Students meet 1:1 with the Zen Den leader for a period of 6 weeks then are re-evaluated and/or referred for an STT and/or counselling. Staff has also been trained in Living Works suicide awareness and prevention. Met 06JUN2023 2023 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 28JUN2023 2023 55724210000000 Twain Harte 6 The California Healthy Kids Survey was given in the spring of 2023 to our 5th through 7th grade students. We had a 100% participation rate among our 7th grade students while only 20% or our 6th graders and 33% of our 5th graders took the survey . Key findings from the survey included that many of our 7th grade students report they have been harassed or bullied at school. However, the staff and parent survey responses seemed to indicate that bullying was not a major problem on our campus. This interesting contradiction in responses suggest that students are not reporting the harassment to their parents or our our staff. This data reinforces the need to continue assist students with developing trusting relationships with staff and working on strategies on how to communicate with adults. Our social/emotional support team consists of a full time school psychologist, a full time structured social emotional support coordinator, and a part time student support specialist. This past school year the three of them have designed a comprehensive social emotional support program that works on communication strategies and also at the same time these three staff members have developed the trusting relationships our students need. Met 28JUN2023 2023 55751840000000 Big Oak Flat-Groveland Unified 6 "The following section is from the 2023 CHKS results: Of the 16 seventh graders, 12 completed the survey. In the category of School Engagement 50% of students answered felt connected at school. 65% stated there were caring adults at school. 80% stated that there were high expectations of adults in school and 45% reported academic motivation. 50% reported feeling safe at school, and 60% stated they had been harassed or bullied at school. Overall, high-expectations of the adults in school were a strength at this grade level. Substance abuse was an area that increased from 2022 at this grade level, which went from 0% of students reported alcohol or drug use, using marijuana, cigarettes, and e-cigarettes to 36% of students reporting usage. The greatest area of concern was substance abuse and mental health, this was a trend not only District wide, but in the county as well. 40% reported experiencing sadness and 40% considered suicide. Although these numbers are still very alarming, it is important to note that 2022 results showed that 62% of students experienced chronic sadness. Due to the sample sizes for the high schools, there was no dis-aggregated responses by grade level. The results in this section are for ""all students tested"". In addition, in the past we have received a ""Secondary Report"", but this year the results were broken down by each High School. At Don Pedro High, 30 out of the target sample of 36 participated in the survey. In the category of School Engagement 49% of students answered feeling connected at school. 59% stated there were caring adults at school, and 52% reported academic motivation. 45% reported feeling safe at school, and 37% stated they had been harassed or bullied at school. Overall, 52% of students rated facilities upkeep and 70% stated that they had high expectations for themselves in school. Students worried about cyberbullying or having mean rumors spread about them. Current substance use is 20% currently using drugs or alcohol, and 13% currently vaping, these numbers are slightly higher than previous years. Also extremely alarming is the high rate of social emotional distress with 47% experiencing chronic sadness and hopelessness and 30% stating they had thoughts of suicide, although these numbers have reduced by 15% from 2022. At Tioga High, 12 out of the target sample of 23 participated in the survey. It is important to note that the sample size is so small, results were very limited. In the category of School Engagement 40% of students reported academic motivation, 8% reported they had parental involvement in school. 80 % reported that teachers treat students fairly, 60% felt as if they were part of the school and 50 % agreed that were happy to be at school. Unfortunately, the other sub-categories did not have a large enough sample size to report. The district was a recipient of a Cal Hope Grant and partnered with Tuolumne County Superintendent of Schools, to provide SEL curriculum." Met "The pandemic had a dramatic increase on student substance usage and social emotional health. In addition, routines that were previously established (like regular bedtimes) seemed to have changed dramatically since 2019. Although the chronic sadness numbers and suicide thoughts are alarmingly high, they have decreased from last year. This may be attributed to students' feeling connected with staff as they have returned to in-person learning, as well as additional counselors, and professional development for all staff. In addition, the district was awarded the MTSS Grant which provides training modules for all staff to include ""all"" students and ensure they are successful. The district will continue to participate in the ""Drugstore Project"" at the County level to bring substance abuse awareness to junior high students. Our crisis counselor and health teachers will to continue offer drug/alcohol awareness education." 28JUN2023 2023 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 -12th grade to measure students’ perception of overall school climate on their respective campuses. The results show 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 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 well-being, 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. 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. 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, social- emotional supports continue to be provided to students 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, and professional learning for staff in the areas of safety, trauma informed care, and social-emotional learning. The VCOE team is committed to continuing to create safe, welcoming, and engaging learning environments that focus on the needs of all students. Although the CHKS was not administered in the 2022-23 school year, (current schedule is every other school year) other data was reviewed. During the 2022-23 school year, an educational partner survey was administered to all partners including students. From this data collection, 85% of our educational partners believe that VCOE Schools and Programs are safe. School staff also conduct more informal check-ins with students to ensure safety and to provide any necessary supports to students in need. Starting the 2023-24 school year, a formal school climate survey will be administered annually in addition to the informal student check-ins used by to staff to gauge the safety and well-being of students. Met 26JUN2023 2023 56105610109900 Vista Real Charter High 6 In the spring of 2023, 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% students 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. During the school year, 99% staff reported that they felt safe, and 100% staff 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 30MAY2023 2023 56105610112417 Ventura Charter School of Arts and Global Education 6 ****23=2/23 data VCS students agree to the following statements: • -91% agreed that they feel that they belong. • -95% agreed that they feel safe. • -87% agreed that they know how to work out conflicts with their classmates. • -98% agreed that they have friends. • -92% agreed that other students are nice to them. • -94% agreed that their teacher cares about them and listens to their ideas. • -86% agreed that the work they do in class makes them think. • -88% agreed that very good work is expected of them. • -95% agreed that they can get the help they need when they don't understand. • -97% agreed that their teacher is a good teacher. • -77% agreed that they feel comfortable speaking in front of their class. • -93% agreed that there is more than one way to solve most problems. • -95% agreed that they keep trying to do their school work even when it's hard. • -93% agreed that they can persevere through difficult work. • -93% agreed that learning is important. • -87% agreed that they feel challenged in their learning. • -88% agreed that they have a Growth Mindset. • -80% agreed that learning is fun. • -81% agreed that they look forward to coming to school. 91% agreed that they can be honest about thoughts and opinions in Crew. • -79% 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 15JUN2023 2023 56105610121756 BRIDGES Charter 6 "We track social emotional wellness through strength-based surveys adapted from UC Santa Barbara's Covitality Lab. We administer surveys twice yearly with 3rd through 8th grade students. The SEHS for 3rd through 5th grade measures of Covitality via: Gratitude, Zest, Optimism, and Persistence. The SEHS for 6th through 8th grade measures of Covitality, via: Belief in Self, Belief in Others, Emotional Competence, and Engaged Living. An Average of 3 or more on the subscale or composite (typical response was in the “yes” range on each item) indicates that students are ""thriving"". High Thriving is an Average of 6 on the subscale or composite (all responses were highest level of agreement to the items). In Spring 2023, out of a scale of 6, 3rd grade students averaged 5 for Gratitude, 4.86 for Prosocial, 5.61 for Optimism, 4.97 for Zest, 4.37 for Persistence and 4.39 for total Covitality. In Spring 2023, out of a scale of 6, 4th and 5th grade students averaged 4.71 for Gratitude, 5.20 for Prosocial, 3.97 for Optimism, 3.67 for Zest, 4.97 for Persistence and 4.32 for total Covitality. In Middle School, the scale used to measure Covitality is 1-4; Thriving is indicated by an Average of 3 or more on the subscale or composite (typical response was in the “yes” range on each item, and High Thriving is measured as an Average of 4 on the subscale or composite (all responses were highest level of agreement to the items). In Spring 2023, the middle school average for belief in self was 2.82/4, Belief in Others was 3.13/4, Emotional Competencies were 3.12/4, and Engaged Living was 2.87/4. We use these results to implement interventions and design social emotional programs and support." Met In addition, Bridges measures wellbeing by administering the Healthy Kids Survey to our 5th and 7th grade students annually. We track student wellbeing over time across the following categories. These categories indicate the average of students agreeing to or strongly agreeing to the statements below: School Environment (Feel safe at school): 100% Grownups at the School Treat Each other with Respect: 100% Students know what the rules are: 100% School teaches students how to understand how other students think and feel: 100% School helps students feel responsible for the way that they act: 96% School teaches students to respect and care for one another: 100% As measured on the Healthy Kids Survey, students in grade 7 reporting “Very much true” and “Almost always true” averaged the following in 2022-2023: I feel safe at this school: 82% My school is usually clean and tidy: 77% Teachers at this school communicate with parents about what students are expected to learn: 94% School staff takes parent concerns seriously: 94% I try hard to make sure I am good at my schoolwork: 94% There is a teacher or another adult at school who cares about me: 70% There are high expectations of adults at my school: 70% 14JUN2023 2023 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 highlyqualified 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 with Met 01JUN2023 2023 56105616055974 Meadows Arts and Technology Elementary 6 Each year, MATES surveys the fifth grade students. When asked, 89.7% of MATES fifth grade students feel that they belong, and 94.6% 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, 91.1% of the students believed they can. 100% of students believe that their teacher cares about them, and 91.4% believe that their teacher listens to their ideas. 87.9% of students look forward to coming to school each day, and 96.5% of students say that they can read with confidence. Additionally, 93.1% can do math with confidence. When asked if they can get help when they don't understand something 98.3% of students said they could. MATES has had a core values program, the HEART of an Eagle, in effect for 13 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 22MAY2023 2023 56724470000000 Briggs Elementary 6 School climate surveys are collected in two manners by the LEA. The California Healthy Kids Survey is administered to grades 5 and 7 every other year. A local school climate survey is given yearly to grades 3-8 to measure student perceptions of school safety and connectedness. The local climate survey given in 2022-23 showed students have high connections with staff, but perceive peer interactions to be challenging. The LEA will focus on improving peer interactions throughout the school year. This will be a collaborative effort with the school counselor whom the district hired full-time in 2023-24. The CHKS was last administered to all grades 5 and 7 students in 2021-2022. The results were very similar to the local climate surveys in which student averages in both grade levels exceeded state averages in the areas of: school connectedness, academic motivation, caring adult relationships, and high expectations. There remained a perceived school safety issue amongst both fifth and seventh graders. The CHKS will be administered again in the 2023-24. Met 12JUN2023 2023 56724540000000 Fillmore Unified 6 "FUSD surveyed 687 students in grades 5, 8, and 11, in April 2023. The survey was created in collaboration with the Ventura County Office of Education. 67% reported that they feel safe in school and classes. 63% of students reported “Agree” or “Strongly Agree” to feeling school connectedness. 63% reported having teachers or other adults at school who care, help, and support them when they have academic or personal problems. 71% responded ""Agree"" or ""Strongly Agree"" that their teachers treat students fairly. 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 61% of students in grades 8 and 11, reported knowing where to go for help/access to mental health service. 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 22JUN2023 2023 56724620000000 Hueneme Elementary 6 "The Hueneme Elementary School District (HESD) administers a local climate survey every year 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 2023, 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 2022-2023 administration of the California Healthy Kids Survey (CHKS) show that 73% of fifth-grade students reported: ""Yes, most of the time"" or ""Yes, all of the time"" on questions about school connectedness (up 5%). An average of 78% of grade five students reported feeling safe in school (up 6%). In grade seven, 45% of the students taking the survey indicated ""Agree"" or ""Strongly Agree"" on questions about school connectedness (down 6%). 44% of respondents reported that they perceive their school site as ""Very safe"" or ""safe"" (down 5%). Our middle schools participated in the survey with an average response rate of 88% (down 7%). 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 support system for 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. * A continued focus on school safety - comprehensive school plans at each site. * Professional learning for certificated and classified staff in student behavior and safety. * Use our Panorama Social and Emotional Learning Screener to gather and monitor more specific information/data per grade level. Our focus will include academic, attendance, 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 26JUN2023 2023 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 community partners 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 2022-2023 school year, the following were key takeaways from the annual YouthTruth Survey administration and other input opportunities from district educational partners: - 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 95%. - In 2022-2023, 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 2023-2024. - 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 for teachers/certificated staff regarding student-centered learning grounded in the Mesa Union Framework for the Future. AVID programming will be implemented in 2023-2024 (grades 5-8). - Professional learning for teachers/certificated staff regarding the social-emotional health of students was informed and planned with the outcomes of the YouthTruth survey. - Continue school wide implementation of CHAMPS positive behavioral support program and Second Step as SEL curriculum. - Increase mental health/counseling services to support the health/social emotional needs of students. - Implement a number of school wide strategies (i.e., Tiger Tags, Positive Behavioral Referrals, etc.) and activities (i.e., Kindness Week, Student Council, etc.) that have increased awareness of the effects of bullying and made a positive impact on student interactions. Met 15JUN2023 2023 56724705630363 Golden Valley Charter 6 Golden Valley Charter School (GVCS) students are educated in their own homes and in the greater community through various vendors selected by parents for their students. To determine how connected GVCS families and students feel towards Golden Valley, families and students were surveyed on the Parent Survey. According to the 2022-23 Parent Survey, 94% of parents reported feeling connected to GVCS and 84% of students reported feeling connected to Golden Valley. Additionally the survey indicated satisfaction with our GVCS staff, the student/parent/teacher library, and our testing sites. For next school year, Golden Valley will continue to find ways to help students and families feel safe and connected to GVCS. Met 22JUN2023 2023 56725040000000 Mupu Elementary 6 Mupu participated in the CHKS in 2021. Demographics for 5th graders taking the survey was 67% Hispanic and 27% white, for 7th grade it was 56% Hispanic, 28% White and 11% Multi-racial. In looking at the key indicators related to safety and school connectedness 79% of 5th graders and 54% of 7th graders felt connected to the school. 87% of 5th graders and 67% of 7th graders felt very safe at school. When digging into the specific areas of school connectedness at the 5th grade level 80% of students felt happy at school most or all of the time and 86% stated they felt part of the school most or all of the time. When moving up to 7th grade only 65% of the students felt happy at school and 47% felt a part of the school. It's obvious that middle school is a challenge for our staff to better connect with students. When students feel connected to school they feel safer and are more willing to discuss concerns with staff. This year our staff is participating in restorative justice training because we feel that this is the best way to rebuild relationships between staff and students and students to students. Relationships are key. In the middle school we are working with All It Takes to assist us in creating Trusted Spaces at school. Four members of the staff went to a trainer of trainers workshop and will be working with all staff on bringing this schoolwide. Additionally, a group of students and staff will be attending a weekend workshop in January where students will be trained as facilitators to help become positive influencers within the middle school in an effort to increase these scores. We hope that when students take the CHKS this year we will see increases especially in middle school. Met We feel our work in building better and stronger relationships with families will also help us increase the positive feelings of students. We feel these two work hand in hand. 15JUN2023 2023 56725120000000 Ocean View 6 The Ocean View School District administers the California Healthy Kids Survey (CHKS) on an annual basis to all fifth and seventh-grade students. Parent permission is required for a student to complete the CHKS survey. The survey is anonymous, and the results are used to determine school climate and student well-being. Additionally, the district implemented DESSA social emotional screening tool last year for all students, and provided input surveys to all 4th-8th grade students. Data is analyzed by site administrators and counselors for trends and then reported to the larger school stakeholders. This data is used to develop plans to support and improve the school climate. The Ocean View School District has seen very positive trends in most areas of the data over the past three years. However, the data showed a steep decline in student connectedness with school among our seventh-grade students. Additionally, students reported a desire for more support in both academic and enrichment activities. Administration and Staff met to discuss the findings and the information has shaped many of the school plans and goals for the upcoming year. Specifically, two ELOP counselors were added to the district program, and a consultant has been contracted to support school climate, grading, and promotion criteria at the junior high. Leader In Me is being piloted at one elementary school, and being used in the After School Program as well. Met 13JUN2023 2023 56725200000000 Ojai Unified 6 In the 21-22 school year the CHKS survey was administered to 7th, 9th and 11th graders. The district will administer the CHKS survey again in the 2023-24 school year. In the 2023-24 LCAP, School Connectedness serves as a metric. Connectedness is the belief held by students that adults and peers in the school care about their learning as well as about them as individuals. Students are more likely to engage in healthy behaviors and succeed academically when they feel connected to school. The CalSCHLS team provided data on school connectedness for the 2021-22 school year as well as data from 2020 so that trends across time can be examined. Social and emotional health will continue to be a high priority. Previous CHKS 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 for our secondary students and adding Thrive Hikes and continuing with Toolbox for elementary SEL curriculum and Base Educate for our secondary SEL curriculum. The District's Mental Health Clinician's role cannot be overstated. She oversees MFT Interns; she trains staff; and she provides direct services. She also utilizes a service dog in the Wellness Center. Met 28JUN2023 2023 56725205630405 Valley Oak Charter 6 75% of Families feel welcomed and a part of the community 75% say their children have friends and feel a part of the community 68% believe the facilities and grounds are clean 75% believe they are safe 85% are satisfied or very satisfied with VOC Met 01JUN2023 2023 56725380000000 Oxnard 6 The district administers a school climate survey three times per year. Teachers for students in K – 2 grades fill out a perception survey and all students in grades 3 – 8 complete an online survey assessment. The assessment measures 7 different areas in grades 3 – 8 including emotion regulation, sense of belonging, teacher-student relationships, social awareness, growth mindset, self-management and engagement. The teacher perception survey measures the areas of self-management, emotion regulation and social awareness. Based on the increasing need for social/emotional support as demonstrated by the school climate survey, our counselors have built SEL lessons for each grade level. The counselors will provide 6 lessons per grade through the year focused on the social/emotional competencies. We have also partnered with Hatching Results to build a comprehensive district counseling program. The survey platform, Panorama, also pulls student academic, behavior and attendance data so that site teams can get a whole picture of students. This also allows teams to identify patterns and trends in the data. Site teams use the data to build schoolwide structures and strategies to support positive behavior across school locations. Over the past two years, the data indicate that engagement and sense of belonging decrease in the upper grades and emotion regulation is low in the primary grades. The counseling team is building Tier 1 supports that are consistent across the district including monthly activities focused on social competencies, parent education nights, and schoolwide activities promoting wellness and positive school culture to target the areas that are consistently low in the survey. As a district, we have included more fields in the behavior data section that can be viewed through the climate survey platform. This will give school leadership and PBIS teams additional information when determining strategies and supports to increase positive school climate. The data also helps the counseling team identify students in need of Tier 2 and 3 supports and build strategies to support. Prior to COVID, each of our schools was working with Safe and Civil Schools to implement a PBIS framework. We will be working with the Safe and Civil Schools team again to reinforce the STOIC model in our schools to increase structure and positive culture. Met 21JUN2023 2023 56725460000000 Oxnard Union High 6 "The survey results from the Oxnard Union High School District offer a comprehensive glimpse into students' perceptions of their school environment. While 41% of the respondents expressed a connection to their school community, 52% felt actively engaged. Encouragingly, 62% perceived their academic setting as challenging, suggesting that they value the school's endeavors to enhance their academic potential. However, with only 33% identifying a strong sense of school culture, it's evident that cultivating a deeper sense of community remains an area for growth. To foster school connectedness, the District kicks off with a ""Getting Back to Business Week"" for all 10th-12th graders. This week facilitates interactions with counselors, teachers, club advisors, allows for form submissions, and laptop pickups. To ease the transition for incoming freshmen, schools employ initiatives like Link Crew, ensuring a smoother shift from middle to high school. The District places a premium on student voice, considering it pivotal for student success and enhancing school connectedness. Every school maintains a principal's advisory student council, echoed at the District level by the Superintendent's council. These platforms present students with consistent opportunities to voice their ideas and concerns, paving the way for holistic student development. A robust Multi-Tiered Systems of Support (MTSS) underpins the success of District campuses. Regular MTSS sessions, complemented by the expanded use of Positive Behavioral Interventions and Supports (PBIS) across all sites, enable consistent monitoring of school connectedness and discipline trends. PBIS, an approach grounded in the principles of Safe and Civil Schools, strives to enhance social-emotional competence, academic triumphs, and the overall school atmosphere. For addressing mental health, the District employs Covitality as its standard screener. The derived data not only helps in pinpointing students' wellness needs but also in guiding them to suitable services within the Wellness Centers. This includes referrals to Ventura County Behavioral Health (VCBH) and other community-centric organizations. Beyond individualized services, Covitality insights inform school-wide initiatives, mental health drives, and social-emotional learning sessions to cater to overarching student wellness needs." Met 28JUN2023 2023 56725460115105 Camarillo Academy of Progressive Education 6 The CAPE community was very excited to return to a traditional school year for 2022-2023. Family favorite events like CAPE-topia, assemblies, mini courses, middle school dances and field trips all returned. CAPE decided to take all 186 middle school students to a 3 day science camp (a 6th grade tradition) due to the years missed because of the pandemic. It was a fantastic bonding time between the middle school students and the 12 staff members who joined them as chaperones. CAPE created a well-ness garden and more opportunities for students to find joy in learning. From the parent climate survey for 2022-2023 the following items stand out. At least 44% of the CAPE community reported that they attended between 3-5 extra curricular events at CAPE and another 35% said they attended more than 5 during the 2022-2023 school year. When asked if parents felt well-informed and communicated with by their child's teachers about their child's progress, 88% said yes. 96% of parents reported that when they call or visit CAPE, they feel welcomed and heard. 95% of parents reported that their child feels connected to his/her teacher and the CAPE Community. CAPE takes the safety in our community very seriously, and 98% of parents reported that their child overall feels safe at school. The survey had no one disagreeing that their child felt safe. 73% of parents reported that they strongly agree that CAPE's facility is clean and inviting with the remaining agreeing. CAPE added Zumba during recess each Friday and the students loved it. CAPE CARES completed 3 service projects throughout the year with great success. We will continue to find other opportunities to bring our community together. Met 12JUN2023 2023 56725460120634 Architecture, Construction & Engineering Charter High (ACE) 6 ACE gave out several different surveys during the 2022-23 school year. ACE issued a social and emotional wellness survey to the school community interest surveys including senior exit survey, WASC surveys, and student feedback surveys. 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 2023-24. Met NA 08JUN2023 2023 56725530000000 Pleasant Valley 6 "PVSD queried students in grades 5 and 7 on a local survey in spring of 2023. One of the statements students were asked to respond to in the survey was, ""I feel like I am part of this school all or more of the time."" On the previous CHKS survey administered to the 2022 cohort of 7th graders, 57% of students agreed with the statement. This percentage increased in the 2023 cohort with 65% expressing agreement. Previously 78% of 5th graders in 2022 agreed with the sentiment, whereas in 2023, 81% of 5th graders agreed. Student perceptions of safety were also measured for both 5th and 7th graders in 2022 and 2023. In 2022, 86% of 5th graders indicated feeling safe. This percentage remained mostly consistent with 85% expressing this in 2023. In 2022, 62% of 7th graders expressed feeling safe, and this percentage increased with 77% of the 2023 7th grade cohort agreeing they feel safe. PVSD has worked hard to increase student connectedness on campuses. In 2022, 50% of 5th graders and 62% of 7th graders expressed that at school they do interesting activities. In 2023, 47% of 7th graders and 66% of 5th graders expressed that they do interesting activities at school. This demonstrates the need to continue to build student agency in classroom and instructional activities." Met 22JUN2023 2023 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 Met 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. 07JUN2023 2023 56725536120620 University Preparation Charter School at CSU Channel Islands 6 Key learnings: Most of the findings were very similar to last year. We did see a slight decline in students’ feelings of engagement and academic challenge in grades 3-5. We also saw a decline in the area of Culture. Lastly, relationships scores aren’t as strong in grades 3-5. Meaning: In disaggregating the data it is noted that English Learners in 6-8 felt slightly less engaged than the all students. In the area of academic challenge, we saw our English Learners and students in special education scoring significantly lower in both groups, 3-5 and 6-8. The relationships scores were much higher at middle school than elementary. In the elementary all subgroups scores in the 20th percentile positive. These students are not feeling connected to teachers or peers. Use: Teachers will use collaboration time to study Academic Challenge in grades 3-5, in particular, they will be examining the math curriculum and teaching strategies to be providing high levels of academic challenge. In order to enhance students’ feelings of engagement on connectedness and culture we are doing a school-wide focus on 5 Essential Practices: 1. Welcoming Routines 2. Relationship Inventory 3. Circles 4. Regulation Activities 5. Optimistic Closures Not Met 07JUL2023 2023 56725610000000 Rio Elementary 6 Rio School District continues to administer the Youth Truth Survey which is a student, parent, and staff-educational partner 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. Students provide feedback on the following key themes. 1) Academic Challenge 2) Instructional Methods 3) Culture 4) Relationships 5) Belonging 6) School Safety 7) Emotional and Mental Health 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 7) Diversity, Equity & Inclusion Rio School District continues to seek feedback from certificated and classified support staff members. Both teachers and support staff have the opportunity to provide feedback with regard to the following core themes: 1) Culture & Communication 2) Engagement & Empowerment 3) Relationships 4) Professional Development 5) School Safety 6) Diversity, Equity & Inclusion Relationships, culture, and engagement align across the educational partner groups (students, staff and parents). Feedback is reviewed with educational partners to assist in the decision-making process of improving the school climate. Results from the surveys show that students are feeling less engaged, less challenged and do not feel a sense of belonging at the same level as pre-COVID. The LEA conducted a mid-year review with leadership, advisory groups and student leadership groups in order to facilitate planning and systems of support to increase perceptions of engagement, belonging, academic rigor and overall improved school climate. Results indicate that high chronic absenteeism may be a contributing factor to lower engagement and perceptions of belonging and success as an academic student. Met 28JUN2023 2023 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 2022-23 school year. There were 26 students participating. Responses are confidential when reporting for fewer that 30 students. Teachers and the principal reviewed the responses. The California Healthy Kids Survey was administered to students with parent permission in grades 4th-6th in the 2022-23 school year. There were 11 of 26 students participating with a 42% response rate. Met 27JUN2023 2023 56726030000000 Simi Valley Unified 6 In order to gauge the overall climate of our schools, we administer the California Healthy Kids Survey (CHKS) in grades 6, 7, 9, and 11. Additionally, we administer student wellbeing surveys twice annually to all students. Finally, we annually administer to our secondary students, families, and staff the LCAP survey. All data sources produce consistent results. For example, with regard to students feeling safe on campus, 92% of parents agree (or are neutral), 89% of staff agree (or are neutral), and 83% of students agree (or are neutral). With regard to students feeling connected to their school, 93% of families agree (or are neutral), 93% of staff agree (or are neutral), and 73% of students agree (or are neutral). Given the students relatively low number on student connectedness, this will be an area for growth for us. Met 27JUN2023 2023 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 and 7was 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. We can proudly share that there has been no suspension or expulsion during the past then years.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 continues to be an area of need. We have increased our communication to parents when students are out more than two 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, we have gone away from the punitive approach by recognizing good attendance through prizes, recognition assemblies and Fun Fridays. Our current seventh and eighth grade students have left their medical masks behind and are much more engaged with daily events such as playing during recess and lunch. 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 17JUN2023 2023 56726520000000 Ventura Unified 6 Both through every-other year CHKS data and school climate items on the LCAP survey, bullying is reported as an ongoing concern, particularly in middle school. Additionally, students report lower than pre-COVID era levels of positive contact/relationships with adults on campus. In the past two years, staff has reported increasing challenges with student behaviors in the classroom and on campus. VUSD Dashboard metrics on attendance and suspensions reveal chronic absenteeism is a challenge for nearly every student group and suspensions are particularly high for specific student groups (e.g., students in foster care.) The VUSD LCAP responds to this data and has designated monies towards supporting in these area of challenge, including a new district-level coordinator position for attendance to streamline outreach, home visits, SARB processes, social worker support, etc. across all sites targeting these student groups. New LCAP monies have been designated for sites to improve their MTSS processes and pilot school-wide culture initiatives (e.g., PBIS, 7 Habits, etc.). Two grants have been written for MS and HS wellness centers that are now in existence at every VUSD high school and middle school i the 2023-24 school year to support students mental health. Met 27JUN2023 2023 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 feedback 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 98% rate in elementary, a 89% rate at middle and high school. Parents reported by 85% that students’ differences were treated with respect. Student bullying was indicated by 22% of middle and high school students. At the elementary level, 96% of students said they knew who to go to at school if they have a problem; 70% of middle and high school students feel comfortable going to a counselor; 88% of middle and high school students report that a counselor is available when needed. Met 07JUN2023 2023 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 LCAP Climate Survey and California Healthy Kids Survey. All educational partners including teachers, administrators, other school personnel, local bargaining units, parents, students, and parent advisory committees (DELAC, LCAP, Title I, SSC, GATE Advisory) were consulted with and provided input regarding school climate. 1. Data LCAP Climate Survey Results: I feel well-informed about student academic progress or issues affecting the site (Families 86.1%, Students 90.8%, Staff 87.8%) I feel listened to and welcomed at my site (Families 90.6%, Students 80.2%, Staff 78.1%) My child/I feels connected to the school (Families 92.5%, Students 80.9%, Staff 92.3%) Overall, my child/I feel(s) safe at school (Families 97.9%, Students 95.2%, Staff 91.6%) My child’s/My school facilities are clean and inviting (Families 93.6%, Students 58.7%, Staff 78.3%) CHKS Results: 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. 49% Hispanic students felt connected to school compared to 52% of Asian American students, 57% of White students and 62% of Mixed (two or more ethnicities). 51% of Hispanic students feel there is a caring adult in school compared to 54% of Asian American students, 57% White and 62% Mixed (two or more ethnicities) 2. Meaning Survey data indicated strengths, including safe and inclusive campuses. Areas for improvement were also noted, especially for the Hispanic student group. Student connectedness with school and staff and restroom cleanliness came up as areas for growth. As a result of this data, bathroom cleaning cycles were reviewed and updated, more partitions were added to restrooms, and some restrooms were remodeled during summer break. 3. Use -Add enrichment and lunchtime clubs to K-8 schools to increase connectedness. -Provide trauma informed and anti-bias training for staff prior to the start of school. -Discuss additional ways to support and promote feelings of connectedness and safety for all student populations in Diversity and Equity Task Force meetings. -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. -Ensure that our schools appreciate, celebrate, and provide equitable opportunities for all students. -Partner with The Howard Group to continue 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. Met 20JUN2023 2023 56739400000000 Moorpark Unified 6 Historically, the MUSD LCAP Educational Partner Survey was administered each year to students in grades 8-11. This year, the survey was administered to students in grades 5-11. The data reported below is taken from the 2022-23 survey. • 85% of students reported feeling safe at school • 77% of students reported feeling connected to their school and teacher • 90% of students feel that they have school staff that are involved and care about their academic progress • 81% of students feel that they have a trusted adult at school they can talk to about problems or ask for help • 95% of students feel that their teachers believed that they could be successful in class MUSD’s 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 77% of students reporting feeling connected to school, MUSD continued the implementation of our in- person Wellness Centers and Wellness spaces at our middle school and elementary school sites. Part-time wellness counselors have also been hired to staff our Wellness Centers and Wellness Spaces. Our in-person Wellness Center at Moorpark High School has over 20 student high school student peer mentors who help to create a welcoming, safe, and inclusive environment as well as host monthly mental health workshops. MUSD also received three visits from the Compassionate Systems team from the Massachusetts Institute of Technology (MIT) to acknowledge the great work done by the Moorpark High School Wellness Center. National SEL expert, Keith Matheny, has also met with and provided training to our MUSD wellness center/spaces counselors and district administrative teams to bolster the MUSD SEL efforts to support MUSD students and families. As a way to more effectively engage a larger student population, MUSD will continue to include elementary students (grade 5), middle school students (grades 6-8), and high school students (grades 9-11) in our yearly educational partner survey. All middle school students were provided a tour of the new Wellness Centers at each of our middle school sites. Met 20JUN2023 2023 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 (68%) or hispanic (21%). 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 13JUN2023 2023 56768280000000 Santa Paula Unified 6 The California Healthy Kids Survey (CHKS) was administered to all students in grades 5, 7, 9, and 11 in the spring of 2022. The district chose two areas of focus: Caring Adult Relationships and Social Emotional Distress. Seventy seven percent of 5th graders, 70% of 6th graders, 60% of 7th graders, 47% of 10th graders, 64% of 11th graders and 605 of 12th graders felt they had a caring adult on campus. 12% of the students in 5th and 6th grade reported experiencing social distress. However the percentage of students in the secondary rose up to 32% of them feeling distress. 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. In order to increase the perception of school safety a focus on training for staff will be implemented in the 2023-2024 school year. In addition, the district has implemented a comprehensive sign in system that ensures that everyone who enters our schools is safe. Furthermore, the district will add one more elementary wellness center to support the elementary students. Met 28JUN2023 2023 57105790000000 Yolo County Office of Education 6 : 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 full-service community school model. We expect to see a 3-5% increase year over year as the engagement events are revitalized. Met A Campus Climate and Culture survey was given to students. 63.6% of students agree that all students are treated respectfully by the staff. 63.6% of students agree that boys and girls are treated equally well by the staff. 70% of students agree that the school provides instructional materials that reflect their cultural background, ethnicity, and identity. 45.% % of students agree that people of different cultural backgrounds, races, or ethnicities get along well at school. 63.6% of students agree that the staff is available when they need to talk with them. 81.8% of students agree that the staff cares about them. 80% of students agree that a staff member notices when they are absent. 54.5% of students agree that they feel that they belong at the school. 50% of the students agree that they feel safe at school. 36.4% of students agree that students are rewarded or acknowledged for positive behavior. 40% of students agree that school rules are applied equally to all students. 54.5% of students agree that discipline is fair. 36.4% of students agree that the school develops multiple opportunities for families to engage in 2-way communication with the school and staff using language that is understandable and accessible to families. 72.8% of students agree that the school is providing families with information and resources to support student learning and development in the home. 72.8% of students agree that the school is implementing policies or procedures for teachers to meet 27JUN2023 2023 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 LCAP Survey. EPIC has been honored as a Flippen Group Capturing Kids Hearts National Showcase School for the past five years which is a testament to the outstanding school climate at EPIC. Note: See EPIC data below compared to CKH National Showcase School baseline data. Data: (Results are based on a scale of 1-5, with 5 being the highest) My teachers use activities to create connections and relationships with my classmates and I: EPIC: 4.5 Baseline: 3.8 I am comfortable talking to a teacher about a problem: EPIC: 3.6 Baseline: 3.5 My teachers care about me: EPIC: 4.8 Baseline: 4.8 My teachers treat me nicely: EPIC: 4.7 Baseline: 4.7 I like going to school on most days: EPIC: 3.2 Baseline: 3.8 I like my teachers: EPIC: 4.7 Baseline: 4.6 I have good relationships with my teachers: EPIC: 4.5 Baseline: 3.8 Students at this campus treat each other respectfully: EPIC: 3.8 Baseline: 3.5 Students at this campus get along well: EPIC: 3.8 Baseline: 3.2 My teachers encourage me to be the best student I can be: EPIC: 4.6 Baseline: 4.6 Meaning: This survey data reflects that student perception of EPIC's school climate are generally positive. The survey data shows that teachers have built strong relational capacity with students, which promotes student learning. The survey results show that EPIC's focus on positive incentives for students combined with a progressive discipline system is promoting a positive school climate at EPIC. The only low rating on the survey was the question that asked students whether or not they like going to school on most days. The response to this question varies based on interpretation and student engagement. Use: EPIC takes the results of this annual survey very seriously and compares the survey responses with past years. The responses of this survey are shared with all stakeholders - students, staff, and parents through the SSC/DELAC for input and feedback. Also, school administration sets school-wide goals after consulting with stakeholders and conducts goal setting with staff members in areas of the survey where improvement is needed through the evaluation process. Met 20JUN2023 2023 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 2022 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. Our return to school seems to have exacerbated behaviors and sense of safety, especially for our most marginalized students. We continue to prioritize 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 disrespectful of the teacher more of the time during during school. 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 19JUN2023 2023 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 7-8 and a high school survey for grades 9-12. 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 2022-23 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 from 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 2022-23? 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 the implementation of high-quality PBL toward increasing student perception of challenge and engagement. Met 19JUN2023 2023 57726860000000 Esparto Unified 6 EUSD has administered the Ca Healthy Kids Survey over the past few years. Key data points for the district in the2021-22 school year include: School Connectedness: Across the district there was a 20% decline in grades 7, 9, and 11. Academic Motivation: Grade 5 had a 10% decline, while grades 7, 9, and 11 had a 50% increase in feeling motivated School Safety: Grades 5, 7, 9 & 11 had between a 10 and 30% decline in feeling safe at school These percentages and more have been addressed through increased yard duty at all of the school sites, a renewed focus on PBIS and restorative justice practice. Met 14JUN2023 2023 57726940000000 Washington Unified 6 Washington Unified School District administered the Healthy Kids Survey in the Spring of 2023. The California Healthy Kids Survey (CHKS), along with the California School Staff Survey (CSSS) and the California School Parent Survey (CSPS), all of which are part of the California School Climate, Health, and Learning Survey (CalSCHLS) system. CalSCHLS is the largest, most comprehensive effort in the nation to regularly assess students, staff, and parents at the local level to provide key data on school climate and safety, learning supports and barriers, stakeholder engagement, and youth development, health, and well-being. To widen the breadth of student voices we are hearing from, this year and hereafter, we will survey students in Grades 3-12 using the Core Module we have used in the past and the Social Emotional Health Module (SEHM) which we hope will effectively inform how we support students’ continued development in the five core SEL competencies (self-awareness, self-management, social awareness, relationship skills, responsible decision-making). As of May 1, 2023 our districtwide response counts for the CA student, staff, and parent surveys: * CHKS Elementary Grades 3-5 - 745 responses * CHKS Middle School - 1,035 responses * CHKS High School - 1,788 responses * Parent Survey - 89 responses * Staff Survey - 124 responses A complete report of Healthy Kids survey data will be provided to the School board in the Fall of 2023. Washington Unified School District uses PASS as a social emotional screener to gather feedback from students. Site leaders use this information to determine areas of support needed at their school sites. For the 2023-24 school year WUSD will look at piloting social emotional curriculum at the TK-8 school sites. 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. -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 Met The WUSD Strategic Plan outlines the Portrait of a WUSD Graduate. -Person of Character & Integrity -Health & Wellness Advocate -Effective Collaborator & Communicator -Creative Thinker -Empathetic, Ethical Global Citizen -Lifelong Learner The attributes were developed with a team of educators, administrators, families, community partners, and students. WUSD believes in Equity, Excellence, Empowerment for Every Student, Every Day. The Strategic Plan grounds our work and support of students. 22JUN2023 2023 57726940124875 Sacramento Valley Charter 6 We utilize many surveys at SVCS to gauge stakeholder feedback relevant to school conditions and climate. Amongst the key learnings from the “Parent Survey” that we conducted, with over 50 responses, we found the following: Students are achieving at SVCS (good state test scores, college, and career readiness, improving English for language learners) at a 90% approval rate. SVCS staff informs parents of a scholar’s progress at a 96% approval rate. SVCS encourages parents to become involved and participate in school activities at a 96% approval rate. SVCS maintains a positive school climate (student sense of safety and school connection), and parents agree with a 96% approval rate. SVCS continues to implement Common Core state standards with parent input, curriculum teams, budget considerations, and staff professional development with parent approval of over 96%. SVCS has qualified staff, necessary materials, and sufficient technology for student learning, with parent approval of over 96%. SVCS gives students access to core subjects that prepare them for high school (i.e., English, Math, Social Science, Science & World Language-Punjabi with parent approval of 97%. 8. Overall satisfaction with the SVCS educational experience for my child, with parental approval at 98%. The Sacramento Valley Charter School has implemented several revisions and decisions in response to the results for continuous improvement. These actions were taken to improve the educational experience for students and ensure that they receive the best possible education.One of the major decisions was to increase the amount of individualized attention each student receives. This was achieved by hiring additional teachers and support staff and by implementing new teaching methods and technologies that allow for more personalized learning experiences. Another key revision was the introduction of new curriculum materials and resources designed to better meet the needs of students at all levels of learning. This includes materials specifically tailored to individual student's interests and learning styles and resources designed to help teachers better identify and address areas where students may struggle.Overall, the results of these actions have been very positive. Students are more engaged and motivated, and there has been a noticeable improvement in academic performance. Additionally, parents and teachers alike have expressed satisfaction with the changes that have been made and the positive impact that they have had on the school community as a whole. Met 28JUN2023 2023 57726940131706 River Charter Schools Lighthouse Charter 6 As required by state law, we administer a student climate survey every other year. • Percent of students who feel socially an emotionally safe, engaged, and empowered at school as measured by bi-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 bi-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 23-24 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 19JUN2023 2023 57726940135939 Washington Middle College High 6 In May of 2023, WMCHS administered the Healthy Kids Survey. The California Healthy Kids Survey (CHKS), along with the California School Staff Survey (CSSS) and the California Parent Survey (CSPS), all of which are part of the California School Climate, Health, and Learning Survey (CalSCHLS) system, CalSCHLS is the largest, most comprehensive effort in the nation to regularly assess students staff, and parents at the local level to promote key data on school climate and safety, learning supports and barriers, stakeholder engagement and youth development, health, and well being. Students in grades 9th through 12th took the 2023 Healthy Kids Survey with 63% completion. A complete report of the Healthy Kids survey results will be provided to the School Board in Fall of 2023. 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 Creating Plans for implementation of Wellness Centers at WMCHS • 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 counselor 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 Tiered Systems of Support for students Met 22JUN2023 2023 57727020000000 Winters Joint Unified 6 Winters JUSD also recognizes that safe and welcoming environments for learning enhance student connectedness and academic achievement. In 2022-23, Winters schools implemented a variety of supplemental supports and strategies to address students' social emotional, mental health, and behavioral needs. Winters Joint Unified School District administers the California Healthy Kids Survey (CHKS) annually to students in grades 5, 7, 9, and 11. Staff and parents are also surveyed. Data related to perceptions of school safety and connectedness is summarized below: 5th Grade Students (55 Respondents): 75% responded “Yes, most of the time” or “Yes, all of the time” to a series of five questions measuring school connectedness (down 5% from the prior administration) 86% responded “Yes, most of the time” or “Yes, all of the time” to feeling safe at school (down 7% from the prior administration) 7th Grade Students (120 Respondents): 60% responded agree/strongly agree to the key indicator of school climate “feeling connected to school” (down 1% from the prior administration) 69% perceive school as “very safe” or “safe” (down 9% from the prior administration) 9th Grade Students (58 Respondents): 60% responded agree/strongly agree to the key indicator of school climate “feeling connected to school” (no change from the prior administration) 71% perceive school as “very safe” or “safe” (down 3% from the prior administration) 11th Grade Students (77 Respondents): 49% responded agree/strongly agree to the key indicator of school climate “feeling connected to school” (down 8% from the prior administration) 65% perceive school as “very safe” or “safe” (down 8% from the prior administration) Staff (59 Respondents): 52% responded “strongly agree” that school is a safe place for staff (down 17% from the prior administration) 29% responded “strongly agree” that school is a safe place for students (down 19% from the prior administration) Parents (69 Respondents): 26% responded “strongly agree” that school is a safe place for their children (down 4% from the prior administration) These results illustrate that additional efforts to enhance students' perceptions of school connectedness and safety are needed. Further, staff and parents’ perceptions about safety also demonstrate improving climate is a priority. In addition to augmented safety and wellness resources and staffing implemented in recent school years the District is taking the following actions to promote continuous improvement: Implementing the validated survey, Youth Truth, to gather detailed student, staff, and family perception data. Increasing counseling services by adding a full-time counselor at Waggoner Elementary school. Employing three campus monitors to supervise the two secondary campuses. Revising the Emergency Operations Plan (EOP). Investing in additional safety features such as enhanced radio communication and additional security cameras Met The Winters JUSD is committed to educational equity and has demonstrated this priority through the adoption of a an Equity Statement, revised non-discrimination Board policy, and the implementation of training for its leadership team through the National Equity Project (NEP) and International Institute for Restorative Practices (IIRP). The District is currently working with students, staff, and families to create more welcoming and inclusive school campuses. These efforts will incorporate proactive staff training, instructional components for students, and structures to repair harm when problems arise. 22JUN2023 2023 57727020139436 Compass Charter School of Yolo 6 This year, the school administered the California Healthy Kids Survey through the Panorama platform. Although staff worked diligently to encourage participation, the participation rate was low at 10%. For the next school year, the school plans to adopt Abre as its data analysis application. Abre offers a school climate survey that will be more accessible to scholars and the goal is to increase participation. Results of the Social-Emotional Learning: Student competency and Well Being Measures, Grades 6-12 showed that Compass Scholars scored the highest in the areas of Self-management at 71% and positive feelings at 62%. This shows that our scholars are thriving as independent learners in a safe and nurturing environment at home. The areas of opportunity identified were growth mindset at 47% and self-efficacy at 48%. At Compass, we promote a growth mindset and focus on recognizing scholar achievement, and we recognize that this needs to continue to be a focus area. This year, staff developed a comprehensive rubric to measure scholar achievement and to communicate with scholars and families about their progress on a weekly basis. The school's MTSS process identifies scholars who need support, but attendance at support sessions is low in some areas. For the next school year, the master agreement was updated to set the expectation that scholars identified for support will attend their sessions. Scholars who attended support sessions showed greater academic achievement, so the theory is that our growth mindset and self-efficacy measures will increase as scholars who need support regularly access the provided resources and see their achievement levels increase. The Social-Emotional Learning: Student competency and Well Being Measures, Grades 3-5 showed that Compass Scholars scored the highest in the areas of Positive feelings at 83%, Supportive Relationships at 76%, and Social Awareness at 70%. This shows that our scholars are thriving in their home environment and they feel safe and supported by the adults at the school. The lower scores were in the area of Challenging feelings at 57% and Emotion regulation at 52%. The school's counseling department offers workshops for scholars that focus on SEL content including topics around emotions. We have seen more incidents of scholars in the elementary grades seeking mental heath supports. The counseling department has added supports for younger scholars and we hope to add a counselor at this grade level to specifically support scholars in this area. Not Met 07JUL2023 2023 57727100000000 Woodland Joint Unified 6 The district administers the California Healthy Kids Survey each year to grades 5, 7, 9, and 11. The two main indicators reviewed by the district on the survey are student perception of safety and students who report a high level of school connectedness. On the California Healthy Kids Survey given in March 2023, the following are the percent of students by grade level who perceive the school as safe or very safe: 5th grade - 70% 7th grade - 50% 9th grade - 46% 11th grade - 43% CCHS - 69% On the California Healthy Kids Survey given in March 2023, the following are the percent of students by grade level who report a high level of school connectedness: 5th grade - 72% 7th grade - 53% 9th grade - 46% 11th grade - 43% CCHS - 59% The district has established several actions that are designed to support student connectedness to school. Some of those actions include: *Identify and allocate academic, social/emotional supports and interventions for students based on the data dashboard, and inclusive of special education, English Learners, and historically marginalized students of color *Identify and provide tiered supports for students through the implementation of a comprehensive guidance program *District-wide implementation of Tier 1 social-emotional supports by all staff inclusive of teacher, counselors, instructional classified staff, and administrators As reported in the LCAP, in the analysis of the district's progress on these actions: Each school site has a Wellness Team which is inclusive of site administrator, School Counselor, Social Worker, General Education Behavior Specialist and Attendance Liaison. At each school site, the Wellness Team meets weekly to discuss students and families who may need additional support to address their behavioral, social-emotional, behavioral and mental health needs. School sites are implementing Positive Behavior Interventions and Supports (PBIS) to improve school climate, culture and improve positive behavior. Some of the Tier I interventions being implemented include creating welcoming school environments, building relationships with students and families, teaching school expectations and acknowledging and reinforcing appropriate behaviors. By March 2023 there were 146 small groups (Tier II) offered at the elementary and secondary school sites in 6-8 week cycles supporting students’ social-emotional learning (SEL) needs. The groups are focused on various topics including social skills and self empowerment, managing stress and anxiety and self-regulation. The counseling small group intervention resulted in students moving back to Tier I supports only. Met 15JUN2023 2023 57727100121749 Science & Technology Academy at Knights Landing 6 "Each year, Sci-Tech administers a student survey twice a year to students in grades 3 through 6. This year it was administered in January and May. In addition, the California Healthy Survey was also given to 5th graders. Only 14 students took this survey. For this reason, we base our analysis on our local data. Our survey was given to 80 students in January and 100 students in May. The results were the following: STUDENTS SURVEYED January 2023 80 students surveyed Connectedness 75% of students ""always feel safe at school"" 90% of students feel that their teacher/school wants them to do well. Social-emotional well-being 82% of students “feel they always/often have a reliable adult at Sci-Tech with whom they can talk and feel safe” 67% of students feel they always/often get along with other students May 2023 100 students surveyed Connectedness 84% of students always/often ""feel safe at school"" 93% of students feel that their teacher/school wants them to do well. Social-emotional well-being 78% of students “feel they always/often have a reliable adult at Sci-Tech with whom they can talk and feel safe” 69% of students feel they always/often get along with other students These results showed that students ""always feel safe at school"", students feel that their teacher/school wants them to do well, and students ""feel they always/often have a reliable adult at Sci-Tech with whom they talk and feel safe"" are our strengths. Areas of improvement based on students' perspectives consist of students feeling they always/often get along with other students. To address this area of improvement there are several strategies we have been implementing and will continue to refine. Continue to review school expectations and discipline schoolwide, conduct weekly class meetings, and monthly lessons given by our counselor on problem-solving strategies and social skills. Continue to implement PBIS and support student voice through our Student Advisory Committee. We did see some growth from January to May in this area. We saw a 2% growth, but this is indeed an area of challenge and growth." Met 21JUN2023 2023 58105870000000 Yuba County Office of Education 6 No California Healthy Kids Survey was not completed this year. Met 14JUN2023 2023 58105870117242 Yuba Environmental Science Charter Academy 6 "(1) The key learning for the survey results is that parents, students and staff members are more concerned about safety issues in the form of students' social emotional well being than in test scores and academic achievement. Concerns were about what was characterized as ""bullying"" as well as disruptive behavior by students. the bus and recess stood out as the times and places where bullying and disruptive behavior took place. (2) The LEA's area of strength is positive relationships between school and community organizations that were forged during project based earning (PBL). The LEA challenges are providing opportunities for social emotional growth to students and involving family members with the school The LEA's barriers are finding ways to engage families in ways that are meaningful to them. We are a rural school with students attending who ride a bus a distance from the school. Many parents are not able to easily come to the school because of distance and lack of reliable transportation. (3) One action that the LEA has already implemented is creating the position of bus monitor, a staff member who rides the bus along with the students and driver. This is in response to reports of bullying and disruptive behavior on the bus. One action that the LEA will implement next year is a program called ""Remaking Recess."" Our goals for implementing the program are (1) to create opportunities during recess for students to learn and practice pro-social skills. (2) to eliminate bullying and disruptive behavior during recess. (3) to create a culture where students are prepared to learn." Met 29JUN2023 2023 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." Met 30MAY2023 2023 58727280000000 Camptonville Elementary 6 The LEA constantly uses proven, data driven reviews of student behaviors and safety to continue providing a safe and inclusive environment. The school boasts an 0% suspension rate and 95% of all referrals are handled at the classroom level without the need for administrative intervention. Teachers and staff are consistent in their message and approach to student intervention and behavior management. Not Met 19SEP2023 2023 58727286115935 CORE Charter 6 "CORE Charter School annually asks its students to report on their sense of safety and connectedness through a school-wide survey. It does this because these are elements the school regards as highly important for its students. According to our 2022-23 survey of our TK-12 students poled, 80% say they have a sense of belonging to CORE Charter School; students feel safe and feel like they can be themselves. The surveys show that students appreciate the opportunity and thrive at the learning center, where they may engage with peers and adults. CORE students demonstrate their respect for each other and their teachers to a remarkable degree. One hundred 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 that students agree with this statement: ""I would recommend CORE Charter School to my friends."" Ninety-six percent of parents surveyed felt that their students had a valuable experience at CORE Charter this year and that CORE staff is responsive to their students' needs. Eighty-eight percent confirmed that CORE supports their child with school-related anxiety. CORE strives to address the social-emotional learning needs of all our students and will continue to promote positive mental health in our interactions and plans. CORE seeks to add practical and meaningful SEL components to its program. In 2022-23 CORE piloted an SEL curriculum in leadership courses and provided class opportunities for students. Our school psychologist offered small group sessions to offer support and promote healthy coping skills for students. CORE considers a healthy school culture an absolute to effective learning and therefore looks for opportunities to promote a safe and welcoming environment. CORE staff plans to reach out to families not participating in our many in-person activities (classes, services, field trips, and events) to ensure that we eliminate any barriers to involvement. During the 2023-24 school year, we plan to conduct a health awareness campaign to encourage positive habits. Our Homeless/Foster liaison will focus on professional development to support our teachers and provide connection opportunities for Foster Youth Families. Additional suicide prevention training will be offered to staff and student leadership." Met 29JUN2023 2023 58727360000000 Marysville Joint Unified 6 The CHKS was not administered during the 2021-22 school year; MJUSD will rely upon internal surveys to inform the progress made on school climate. MJUSD surveyed the graduating class of 2023 to gather data on the progress MJUSD is making in supporting students preparing for post-high school goals. When asked how clean the safe campus was, 6% strongly disagreed, 20% disagreed, 36% were neutral, 26% agreed, and 12% strongly agreed. Based on this response, the average was natural to agree that campuses are clean and safe. MJUSD also surveyed teachers regarding the challenges they see in the classroom regarding the social-emotional needs of their students. From this question, teachers reported a need for support in student self-awareness, social awareness, problem-solving and conflict management, and self-advocacy. Educational Services has also engaged in many school site meetings and open forums with parents. During these conversations, parents reported needing student counseling and mental health support. Parents are concerned about nationwide gun violence and the safety of our school facilities. As a result of these surveys and parent engagement conversations, MJUSD continues to work towards purchasing and providing an SEL curriculum for students. SEL curriculum not only supports students but also gives teachers tools to support students inside and outside the classroom. MJUSD continues to provide counseling staff at all schools. When counseling services are unavailable, MJUSD works with Wellness Together to provide counseling. In addition, MJUSD provides a service from CARESOLACE to help families find counseling in our community. This year, because of the apparent needs of students, a Director of Wellness was hired to coordinate district efforts to address student needs. PBIS continues to be supported in our schools to address school-wide culture. The Director of Student Welfare & Attendance is working alongside schools to support the efforts of PBIS. In addition, the Yuba County Office of Education provides support and resources to continue school staff training. Outreach consultants work with families to help support students and families. Ensuring kids are supported in school. Our attendance clerks work with families with attendance issues. School counselors are available to support students with emotional needs. MJUSD also has a well-established SARB process to support students and families in finding resources to remove barriers for students. The physical safety of students continues to be a top priority. MJUSD is investing in updating our infrastructure to include new fencing, security cameras, door buzzers at all offices, and facility upgrades such as high school tracks, improved Foothill Intermediate facilities, and new Mary Covillaud classrooms. During the 2022-23 school year, the improvements at Arboga were completed at the start of school. These projects ensure our students, families, and staff are safe. Met 27JUN2023 2023 58727360121632 Paragon Collegiate Academy 6 Data: Discussions with student representatives show that the student’s at Paragon Collegiate Academy feel safe and connected. The various extracurricular programs which have been implemented such as FFA and athletics have shown that students are more connected to the school now than in prior years. Meaning: Paragon students feel that its greatest strength is the passion of the teaching staff to advocate for their students. Use: Paragon Collegiate Academy is and will always be seeking strategies to improve on every facet of the institution. Paragon administrators believe strongly in educating the whole child and thus must continue to provide resources and opportunities for our students to be successful. Paragon will venture into offering CTE courses in 2023-24, continue to build the FFA program, and solidify its athletic program. Met 22JUN2023 2023 58727365830138 Marysville Charter Academy for the Arts 6 The most recent data suggests that MCAA has many positive aspects to its climate and atmosphere for students. Over 80% of students felt safe or very safe while on campus and had a caring adult that they can go to at the school. These caring adults are holding high expectations for students and are able to academically motivate students as over 90% of respondents indicated. 78% of 9th graders never had a full drink of alcohol. 90% of 9th graders never smoked, vaped, ate, or drank marijuana. The above data reflects an overall healthy student body. Of course, we do strive to maintain or improve these numbers. In order to accomplish this goal, we will continue to offer our students incentives such as perfect attendance rewards, perfect attendance and honor roll assemblies honoring these students, etc. We also plan to continue to hold Bullying Seminars led by our leadership and SWAT ( Students Who Are There) students and continue to focus on positive reinforcement of behaviors, once again, led by these same students. We also feel that offering many clubs and electives provides many ways for our students to feel connected to the school. Performing for each other at lunch and engaging in other fun activities also helps with this. Met 27JUN2023 2023 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. Met 15JUN2023 2023 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. Met This is not in the LCAP specifically. Our students do take the California Healthy Kids Survey every two years and those results are used to measure our student climate. They are reported in a Public Board Meeting in September. Also, students are asked to take different surveys on a regular basis including bullying surveys, school climate surveys and other surveys that look at the climate of the individual schools and the District. The schools look at their discipline on a regular basis in order to determine the climate shifts. The schools have regular Reni Rallies to promote a positive school climate and environment. 09JUN2023 2023 58727516118806 Wheatland Charter Academy 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. Met This is not in the LCAP specifically. Our students do take the California Healthy Kids Survey every two years and those results are used to measure our student climate. They are reported in a Public Board Meeting in September. Also, students are asked to take different surveys on a regular basis including bullying surveys, school climate surveys and other surveys that look at the climate of the individual schools and the District. The schools look at their discipline on a regular basis in order to determine the climate shifts. The schools have regular Reni Rallies to promote a positive school climate and environment. 09JUN2023 2023 58727690000000 Wheatland Union High 6 7. 2020-21: 9th graders -School Connectedness: 60% -Meaningful Participation: 19% -Chronic Sadness Hopelessness: 33% -There is a teacher or other adult at school that really cares about me: “not at all” + “a little true”: 40% -There is a teacher or other adult at school that notices when I’m not there: “not at all” + “a little true”: 50% -At School: (“not at all” + “a little true”) --I do interesting activities: 66% --I help decide class activities/rules: 74% --I do things that make a difference: 80% --I have a say in how things work: 85% --I help decide school activities and rules: 91% 7. 2020-21: 11th graders -School Connectedness: 50% -Meaningful Participation: 17% -Chronic Sadness Hopelessness: 57% -There is a teacher or other adult at school that really cares about me: “not at all” + “a little true”: 40% -There is a teacher or other adult at school that notices when I’m not there: “not at all” + “a little true”: 56% -At School: (“not at all” + “a little true”) --I do interesting activities: 74% --I help decide class activities/rules: 86% --I do things that make a difference: 79% --I have a say in how things work: 88% --I help decide school activities and rules: 88% More was presented on this indicator to the WUHSD Board on 6/29/23 and can be found by at chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://core-docs.s3.amazonaws.com/documents/asset/uploaded_file/2472/WUHSD/3190393/Agenda_06292023_Regular_Combined.pdf Met 29JUN2023 2023